UNIT 1 VCE ENGLISH
RESOURCE HANDBOOK
2012
In this booklet you will find resources for:
SEMESTER ONE
AREA OF STUDY ONE: READING AND RESPONDING - THE BOOK THIEF
AREA OF STUDY THREE: USING LANGUAGE TO PERSUADE – LANGUAGE ANALYSIS
AREA OF STUDY TWO: CREATING AND PRESENTING – FREEDOM WRITERS
Unit requirements:
To successfully pass an outcome, you must submit all pieces of work including homework
activities, practice SACs and real SACs.
Name: ___________________________________ Teacher:_______________________________
1
AREA OF STUDY ONE
READING AND RESPONDING
SEMESTER ONE 2011
TEXT: THE BOOK THIEF
Outcome One: Reading and responding
This area of study includes an analysis of the ways in which structures and features are used by the
authors of narrative texts to construct meaning. The text set as the focus of this area of study should
have literary merit, be worthy of close study and be an excellent example of form and genre. It could
be a fiction or non-fiction print, or film text. You will need to identify and discuss, for example, linear
and non-linear narrative structures, and features such as point of view, the use of camera angles,
symbolism, images and design features. You will also examine the ways in which readers construct
meaning from texts through, for example, an awareness of context and purpose, and their
knowledge of other texts. You will develop the ability to prepare and construct a response to a text,
using appropriate metalanguage to facilitate your discussion.
Key skills:
To achieve this outcome you will draw on knowledge and related skills outlined in area of study 1.
These skills include the ability to:
•
•
•
•
•
•
•
identify and discuss the structure, features and conventions used by the authors of
narrative texts to construct meaning in relation to the development of character, ideas
and themes;
discuss different ways of interpreting texts as well as the strategies used by readers to
make meanings;
take notes while reading, viewing or listening for use in writing about or discussing texts;
construct a response to a text, including the use of appropriate metalanguage to discuss
the textual features and textual evidence to support the response;
use appropriate strategies to review and edit the response;
listen actively and respond appropriately to others’ views during discussion and
use the conventions of spelling, punctuation and syntax of Standard Australian English.
2
Unit 1: Area of Study 1
The Book Thief
Outcome One:
On completion of this unit the student should be able to identify and discuss key
aspects of a set text, and to construct a response in oral or written form.
3
Questions for The Book Thief by Markus Zusak
1. What are Death’s feelings for each victim?
2. Death states, “I’m always finding humans at their best and worst. I see their ugly and their beauty,
and I wonder how the same thing can be both.” (p. 491) What is ugly and beautiful about the
characters in the novel?
3. How does Zusak use the literary device of foreshadowing to pull the reader into the story?
4. Liesel Meminger lived to be an old woman. Death says that he would like to tell the book thief about
beauty and brutality, but those are things that she had lived. How does her life represent beauty in
the wake of brutality?
5. Discuss how Zusak’s poetic writing style enhances the beauty of Liesel’s story.
6. Why is Death haunted by humans?
7. The Grave Digger’s Handbook is the first book Liesel steals. Why does she take the book?
8. How does stealing books from the mayor’s house lead to a friendship with the mayor’s wife?
9. Explain how Liesel’s own attempt to write a book saves her life.
10. Liesel believes that Hans Hubermann’s eyes show kindness, and from the beginning she feels closer
to him than to Rosa Hubermann. How does Hans gain Liesel’s love and trust?
11. Why is it so difficult for Rosa to demonstrate the same warmth toward Liesel? Discuss how Liesel’s
relationship with Rosa changes by the end of the novel.
12. Who abandons Liesel in the novel?
13. Guilt is another recurring theme in the novel. Hans Hubermann’s life was spared in France during
World War I, and Erik Vandenburg’s life was taken. Explain why Hans feels guilty about Erik’s
death.
14. Explain Max Vandenburg’s thought, “Living was living. The price was guilt and shame.” (p. 208)
Why does he feel guilt and shame?
15. Compare and contrast the lives of Liesel and Max Vandenburg.
16. How does Max’s life give Liesel purpose?
17. Max gives Liesel a story called “The Standover Man” for her birthday. What is the significance of
this story?
18. Death says that Liesel was a girl “with a mountain to climb.” (p. 86) What is her mountain? Who
are her climbing partners? What is her greatest obstacle?
19. There isn’t one coward in the Hubermann household. Discuss how each character demonstrates
courage throughout the novel.
20. Describe Liesel’s friendship with Rudy. How does their friendship change and grow throughout the
novel?
4
Sample Essay Questions- Book Thief

Discuss the beauty and brutality of humanity in reference to The Book Thief.

Why is friendship so important to Liesel in the novel? Discuss in reference to two
very significant friendships Liesel experiences in the novel.

Why are books so significant in The Book Thief? Discuss in reference to Liesel.

The characters in the end of The Book Thief have changed from who they were at
the beginning of the novel. Discuss.

From the time that Liesel is abandoned by her mother a central focus of her life is
belonging. Discuss this theme in reference to at least two characters in The Book
Thief.

How do the characters in The Book Thief demonstrate the human capacity to
overcome adversity?
SAC Conditions and Criteria
Unit 1 English Assessment Task 1
Area of Study One: Reading and Responding. In this task, you must write a written text
response to The Book Thief.
CONDITIONS:

You will be given the essay questions in the week before the SAC, and you will be
allowed to bring in a one page, handwritten sheet of notes.

Please arrive promptly to class, ready to begin on time.

You may bring in your copy of The Book Thief

You must hand in your planning work and notes at the end of the planning time.

Both parts of the task will be carried out under Exam conditions.
You will be assessed on:
1. Understanding and control of ideas, characters and themes
2. Development of ideas in response to the topic
3. Use of relevant evidence from the text
4. Coherence and structure of the essay
5. Spelling, punctuation and grammar
5
ESSAY WRITING
1. Clarify the language
Identify the important words in the essay question. Which ideas do you think you have to
address in your response? Underline these words.
2. Form an argument
You can argue any point you like, as long as you have evidence to back up your opinion.
Your argument is the message you want your reader to remember when they finish reading.
When writing an essay, you need to set up a clear argument in the introduction, and develop it
in the body of the essay. Remember that you can look both ways at the question...can the topic
be viewed in more than one way?
A good argument:
 can be summed up in one sentence
 communicates why you think your argument is right
 is interesting and convincing.
3. Write an essay plan
A good essay plan helps you arrange your ideas logically and stay on track during the writing
process.
Your plan should state how you're going to prove your argument, including the evidence you're
going to use. Structure your plan around the different parts of an essay. To do this:
 Write your argument in one sentence at the top of the page – you'll flesh this out into
your introduction.
 Write three or four key points that you think will support your argument. Try to write
each point in one sentence. These will become your topic sentences.
 Under each point, write down one or two examples from your research that support
your point. These can be quotes, paraphrased text from reliable authors, etc. Remember
to reference your examples when you write up your essay.
 Finally, write the main point you want to leave in your reader's mind – that's your
conclusion.
Essay structure
Essays are structured differently depending on the question and the subject, but some elements
are common to most essays. You can plan and write more efficiently if you understand what
each element does:
 the introduction tells the reader the point you're going to prove
 the body is where you discuss your argument and give examples to illustrate your key
points
 the conclusion drives your argument home by describing how you've done what you
said you were going to do.
6
THE INTRODUCTION
Assume the person marking your essay knows nothing about your topic.
Your introduction should:




establish and explain your contention
mention the name of the text and author/director
define any complex words in the question
give any background information necessary for your argument to make sense
The best introductions quickly establish the argument and grab the reader's attention. Although
all introductions need to follow a similar formula, you can still make your introduction a bit
different and more interesting.
BODY
You should write a minimum of three body paragraphs. Each paragraph should:
 present one new idea that adds to your argument
 start with a topic sentence summarising the main idea for discussion
 follow with an example and a brief explanation of how the point adds to your argument
 be connected by a linking sentence describing the relationship between the two
paragraphs.
Your paragraphs should follow the TEEL structure:
T- TOPIC SENTENCE
E- EVIDENCE
E- EXPLANATION
L- LINK
TOPIC SENTENCES
The first sentence in each paragraph is called a topic sentence. Topic sentences:
 explain the point you're going to make in the paragraph
 are clear and concise
 link back to your contention in the introduction
 build on the points made in the previous paragraphs
When all topic sentences are read together, they should summarise your argument.
If you recorded your key points in your essay plan, you've already written your topic sentences. Take
your key points, write them in a single sentence and then write a paragraph discussing each one.
7
EVIDENCE
A good quote adds something meaningful to your argument and links to the main idea of the
paragraph.
When choosing a quote, make sure it:
 supports the main idea of the paragraph
 is punchy and direct, even dramatic
 comes from a source you trust
 is relatively short and to the point.
Follow each quote with a short description of what it means and how it relates to your topic
sentence and argument. Don't use quotes instead of your own words — they're meant to add
weight to your argument.
EXPLANATION
Here you explain how the evidence supports your point of the paragraph. Remember to keep
the essay question in mind and try not to get off track or retell the story.
LINK
This is where you need to wrap up your paragraph- think of it as a mini-conclusion to your
paragraph. You need to end your paragraph by linking back to the essay topic and showing the
reader how your paragraph supports your main contention. WORDS such as ”Therefore”, “As a
result”, “thus”, “for that reason”, “consequently”, and “hence” and all good words to link the
paragraph back to the question.
THE CONCLUSION
Your conclusion is the last paragraph of your essay and the last thing your reader will read, so it
needs to be memorable. A conclusion:




links back to the introduction
summarises your key points
restates your main idea
should never contain any new information.
PROOFREAD
The last part of the editing process is checking things like spelling and punctuation – this is
called proofreading. When you're proofreading, look at spelling , grammar, punctuation and
clarity – every sentence should say something new and relevant to your argument.
8
Vocabulary –essay writing
I have included words that can be used to show off your vocabulary when you write an
essay. Please make sure that you understand these words properly before you use them.
WORD
MEANING
Symbolic
Representative
Evident
Clear
Presents
Shows
Discusses
View
opinion
However
But
Therefore
And so...
SYNONYMS
(WORDS THAT
MEAN THE
SAME THING)
Represents,
indicates
Clear, apparent,
manifested
REFERENCE TO BOOK THIEF OR
EXAMPLE OF USE IN A SENTENCE
Demonstrates,
portrays,
indicates,
highlights,
illustrates
Explores,
examines
Belief, opinion,
stance,
viewpoint,
notion, idea
Though, yet,
conversely, on
the other hand
His use of ...
demonstrates/highlights/illustrates
that...
Consequently,
thus, hence,
accordingly
Liesel’s connection with books
develops throughout the course of the
novel.
Therefore/Thus/Consequently it can
be seen as an important theme in the
book.
9
The notion of words is symbolic of...
Zusak’s views of the oppressive and
totalitarian government of the Nazi
Party are manifested/evident
through the inclusion of Max’ stories.
Zusak explores the theme of ...in The
Book Thief.
Zusak puts forward the notion that...
The novel highlights Zusak’s stance on
the impact on humanity during times
of war.
It is true that.... However, ....
Key Events
Quotes
Prologue
The Gravedigger’s
Handbook
Page | 10 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011
Guiding questions
Character
development
Interesting language /
Other information
Key Events
Quotes
The Shoulder Shrug
Mein Kampf
Page | 11 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011
Guiding questions
Character
development
Interesting language /
Other information
Key Events
Quotes
The Standover Man
The Whistler
Page | 12 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011
Guiding questions
Character
development
Interesting language /
Other information
Key Events
Quotes
The Dream Carrier
The Complete Duden
Dictionary and
Thesaurus
Page | 13 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011
Guiding questions
Character
development
Interesting language /
Other information
Key Events
Quotes
The Word Shaker
The Human Stranger
The Book Thief
Page | 14 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011
Guiding questions
Character
development
Interesting language /
Other information
SAMPLE BOOK THIEF ESSAY 1:
“I witness the ones who are left behind... they have punctured hearts.”- Death. The Book
Thief shows that death and war are often more difficult for those who survive. Discuss.
Told from the perspective of Death personified, The Book Thief observes that those who are left
behind after tragedy suffer greatly. Zusak suggests that when people die, they are no longer
burdened by the hardship of life and experience a gentle transition. He demonstrates that it is
actually the survivors of war who endure greater adversity. This is shown through the
experiences of the protagonist, Liesel, who struggles to face the abandonment she has
experienced, as well as other characters that have difficulty processing their guilt and grief.
From the outset, the narrator, Death, gives an original insight into how people find release in
death. The reader is shown the world from Death’s viewpoint and he observes that it is not the
souls that he takes but those who survive that haunt him because “they have punctured hearts”.
Death makes it clear that he should not be feared by those who face him and reassures his
audience that he is “not violent... not malicious”. Zusak repeatedly describes Death as
considerate and caring, suggesting that the experience of death is soothing and comforting as
“even death has a heart”. This is also reinforced through his descriptions of collecting the souls of
characters. When explaining Hans’ death, he states that Hans “soul sat up” to meet him because
he has already given so much of himself to the world, he is ready for death. Therefore, The Book
Thief reveals that death itself is not necessarily traumatic for those who die during war.
Comparatively, the reader sees how Liesel suffers as a survivor of war. It is Liesel’s story of
survival that is the focus of the story and the reader learns that Death itself is “haunted by
humans” who survive. Liesel’s struggle is fuelled by the devastating loss of her mother and
brother. Her mother has left her for a reason she doesn’t understand and her brother died
before her eyes. Her grief remains as a physical presence when she arrives at Himmel Street with
“bite marks of snow on her hands and the frosty blood on her fingers” and she continues to be
woken by nightmares of her loss for years to come. Of course, Liesel is the ultimate survivor of
this story as she loses everyone she loves most, other than Max, when “the world ended for
Liesel Meminger”. Liesel is required once again to piece her life, and her heart, back together in a
world that has betrayed her.
Furthermore, Zusak portrays how other survivors of war are plagued by guilt and grief. Max is
constantly overwhelmed by his guilt at finding escape from Nazi persecution. He has hidden to
save his own life, when his family did not have the same chance, and for that “the price was guilt,
and shame”. He is further burdened by guilt because he is putting the Hubermanns at risk. It is
Max’s self-blame that is as much a cause of his suffering as the anti-Semitism he faces. Equally,
we see other characters who cannot cope with their grief at losing a loved one. Ilsa Hermann has
hidden herself from the world in perpetual mourning for the son she lost during the First World
War. She is fortunate that Liesel comes into her life to help her live again. However, the novel
also shows that Michael Holtzapfel is not able to overcome the guilt and grief he experiences
when he witnesses his brother’s death. Though he still loves his mother, he cannot bear to live in
the knowledge that he has survived and his brother has not: “He killed himself for wanting to
live”. Tragically, he takes his own life. It is clear that the calamity of war and death impacts those
who remain in ongoing and painful ways.
The Book Thief’s focus on death allows the reader to see how it affects those who survive. Zusak
clearly shows that life itself is frequently more gruelling than its ending. In fact Death can bring
peace from the horrors of war. The guilt and grief experienced by the characters, and in
particular Liesel’s story, reveal the resilience that is required for humans to rebuild their lives in
the wake of tragedy.
680 words
Page | 15 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011
SAMPLE BOOK THIEF ESSAY 2:
“The consequence of this is that I’m always finding humans at their best and worst. I see
their ugly and their beauty, and I wonder how the same thing can be both”. The Book Thief
explores how beauty can exist in the midst of brutality. Discuss.
The Book Thief by Markus Zusak, explores how beauty can exist in the midst of brutality. The
story shows that the world is a dark place, thought the unjustified suffering of Liesel, Max,
Frau Holtzapfel and the Jews. In spite of this, beauty is found in the relationships that are
cultivated between Liesel and her foster family, as well as the friendship of Rudy and Liesel.
The setting of The Book Thief in World War II provides a backdrop of the brutality of
humanity. This is made evident through the treatment of Dachau’s prisoners by the Nazis
who regarded Jews as “rats”. They are forced to humiliatingly march through the streets of
Molching because the guards believe the prisoners are “in need of some fresh air”.
Elsewhere in the novel, brutality is demonstrated by the bullying of Rudy by his Hitler Youth
leader Franz Deutscher who beats him. This is a callous attack which shows how ever youths
can be brutal. The scene at the end of the novel, when Himmel Street is bombed, epitomises
the suffering that is endured by the victims of humanity’s cruelty. The unfairness of the
situation is highlighted by Death’s statement that “Rudy didn’t deserve to die the way he
did”. Furthermore, suffering is endured by Frau Holtzapfel and the mayor’s wife, whose
sons die as a result of the war caused by humans.
Zusak shows that despite the cruelty and brutality of mankind, humans are also capable of
“beauty”. This is made evident through the relationships that are formed between
characters of the novel and through the acts of kindness during a time of suffering brought
on by war. Rudy personifies this with his love for Liesel and his family. Death says Rudy has
“so much good” and finds he has died with his arms around his little sister. Rudy is inspired
by Hans’ act of giving a Jewish prisoner bread which is another example of beauty. In this
instance, Hans’ risks a huge penalty inflicted by the Nazis by reaching out to a starving man.
Rosa shows the beauty of humankind as she “did love Liesel Meminger”. She takes Liesel
into her home as her own child, even though the war has made Rosa and her husband so
poor that they eat pea soup every night. This love is learned by Liesel, and she shows beauty
in the way she treats Max. The Jewish man in inspired by Liesel’s friendship to persevere
through the suffering of the war, though he states that “often I wish this would all be over”.
Throughout The Book Thief, Zusak shows that humans have both elements of “ugly and
beauty”. The ugly often seems overwhelming as demonstrated by the atrocities of World
War II and the suffering that is inflicted upon people as a result of it. However, the love that
is shown by the novel’s characters and the acts of kindness that this prompts them to do so
make it clear that during times of brutality, there are always elements of beauty.
556 words.
Page | 16 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011
AREA OF STUDY THREE
USING LANGUAGE TO PERSUADE
Semester One Outcome 3
Language Analysis
The focus of this area of study is on the use of language in the presentation of a point of
view. You will read texts the main purpose of which is to persuade readers and viewers to
share a particular point of view. Texts could be print, non-print and multimodal, for example,
editorials, letters to the editor, opinion columns, essays, reviews, speeches, segments from
radio programs, CD-ROMs, television, newspaper or magazine advertisements, cartoons,
documentaries, e-zines and websites. You will learn to identify and discuss how language,
verbal and non-verbal (including visual), is used in the chosen texts to position readers and
viewers in particular ways. For example, you will identify the use in these texts of persuasive
techniques such as use of repetition, sound effects (including music), association, colour,
symbols, gestures, emotive appeals, logical appeals, active and passive voice, and omission
and vocabulary choice, and discuss their intended effect on the reader or viewer.
Useful Resources
•
Using Language to Persuade textbook
•
Insight textbook
•
Letters to the editor, editorials, opinion articles, cartoons etc in newspapers and
magazines.
Key skills
On completion of this unit the student should be able to identify and discuss, either in
writing and/or orally, how language can be used to persuade readers and/or viewers. To
achieve this outcome the student will draw on knowledge and related skills outlined in area
of study 3.
These skills include the ability to:
•
identify examples of verbal and non-verbal (including visual) language used by the
authors of texts to persuade readers and viewers to share a point of view;
•
use appropriate metalanguage to discuss how the use of language in a persuasive text is
designed to position readers and viewers;
•
plan and revise for coherence of form, language, structure, audience and context;
•
listen actively and respond constructively to others’ views during discussion;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.
Page | 17 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011
Outcome 3- Using Language to
Persuade Language Analysis SAC
SAC REQUIREMENTS
This SAC requires you to identify and discuss the use of language in one selected media text
that debates a selected issue. This Outcome is worth 25 marks:

You will provide a written discussion of how language is used to persuade in a media
text on the selected issue.

The SAC will be under strict exam conditions
SAC INSTRUCTIONS
You will be given an article to read and highlight at home. You are permitted to bring in the
article with annotations to the SAC.
You will be required to read the media text and write your DISCUSSION as a coherently
structured piece of prose.
SAC CRITERIA
You will be assessed on the following:
1.
Coherence of form and structure of presentation
2.
Analytical discussion of the use of persuasive language in selected media text
3.
Use of appropriate metalanguage
4.
Evidence of planning and revision
5.
Control of the mechanics of the English Language (spelling, grammar, punctuation)
Page | 18 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011
STRUCTURING YOUR LANGUAGE ANALYSIS
Introduction
1. Identify the issue and why it is prominent in the media
2. Briefly introduce the article including contention and tone.
Body 1
Analyse how the writer uses language to persuade in the beginning of the article.
Discuss 2 to 3 techniques, remember PEE (Persuasive technique, example, Effect
analysis). Vary your sentence structure, be specific and concise.
Body 2
Analyse the use of language in the middle of the text.
(this could be
broken into two
paragraphs for a
longer text)
Discuss 2 to 4 techniques, remember PEE (Persuasive technique, example, Effect
analysis). Vary your sentence structure, be specific and concise.
Body 3
Analyse the language strategies used at the end of the article.
Consider:
- Does the tone change at any stage? Does the writer return to a similar style or
tone to the beginning?
- Are new strategies introduced, or previous strategies revisited?
- How does the writer finish and why? What groups are being targeted? Discuss 2 to
4 techniques, remember PEE (Persuasive technique, example, Effect analysis). Vary
your sentence structure, be specific and concise.
Body 4
If there is a visual element in the text, discuss the visual features in a separate
paragraph. This could be placed before the discussion of the writing (especially if it
is the first thing to grab your attention) or after the discussion of writing.
Explain how it relates to the tone and arguments of the article.
Explain the visual feature and how it might persuade (look for techniques in the
visual that are used to persuade).
Vary your sentence structure, be specific and concise.
Conclusion
Make a strong general statement about the viewpoint of the article and the overall
effect it article has on the reader.
Page | 19 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011
HELPFUL VOCABULARY
Writers present their claims by ..................... a particular idea.








Advancing
Advocating
Asserting
Condoning


Contending
Espousing
Promoting
Proposing
Repeating
Supporting
Writers argue against others by ..................... their ideas or them personally.










Attacking
Casting doubt on
Criticising
Denigrating
Dismissing




Disputing
Downplaying
Disparaging
Mocking
Provoking
Questioning
Refuting
Undermining
Condemning
In their attempts to persuade, writers may also .....................









Appeal to a sense of ...
Propose a solution
Elicit sympathy
Employ disparaging language
Evoke a sense of ...
Exaggerate
Quash speculation
Urge readers to ...
Use shock tactics
Verbs to pinpoint ways writers attempt to persuade:






Accentuate
Allude to
Demonstrate
Downplay
Elicit
Encourage






Engender
Enhance
Evoke
Indicate
Produce
Provoke
Linking words and phrases:



Furthermore
However
In addition to
 In a similar fashion
 In contrast
 On the other hand
 Moreover
 Despite
 Although
Page | 20 YEAR 11 RESOURCE BOOK SEMESTER ONE 2011






Promote
Reflect
Signal
Suggest
Undermine
Underpin
WORD BANK – USING LANGUAGE TO
PERSUADE
LINKING WORDS
Therefore,
On the contrary,
However,
Similarly,
Although,
On the other hand
ALTERNATIVES FOR “SAYS THAT”
Admits, asserts, comments,
concludes, contends, estimates,
is committed to, maintains that,
points out that, reveals,
emphasises, highlights,
“ARGUE AGAINST OTHERS”
Attack
Cast doubt on
Criticise
Denigrate
Dismiss
Dispute
Downplay
Disparage
WORDS TO DESCRIBE HOW WRITERS
ATTEMPT TO PERSUADE
Accentuate
Allude to
Demonstrate
Downplay
Elicit
Encourage
Engender
Enhance
Evoke
21
declares, expresses the
view, refutes the
evidence/view, stresses
the point that, argues,
claims, suggests,
proposes, urges the
reader to, puts forward
the view, condemns the
view
Mock
Provoke
Question
Refute
Undermine
Condemn
Indicate
Produce
Provoke
Promote
Reflect
Signal
Suggest
Undermine
Underpin
The article attempts to enlist the support of...
The writer aims to elicit fear in the reader...
The writer invites readers to...
The writer tends to...
The writer encourages the public to...
...leaves the reader with a sense of...
...designed to shock/intensify/downplay...
...affirms in the reader’s mind...
The writer demonstrates to the reader that...
TONE
Accusing
Aggressive
Alarmist
Angry
Antagonistic
Arrogant
Approving
Assertive
Authoritative
Bemused
Bitter
Bland
Businesslike
Calm
Compassionate
Concerned
Conciliatory
Confident
Confrontational
Condescending
Controlled
Cynical
Diplomatic
Disappointed
Dismissive
Emotive
Forthright
Formal
Guarded
Hysterical
Measured
Mocking
Neutral
Optimistic
Outraged
Patronising
Passionate
Pleading
Reasonable
Respectful
Restrained
Sarcastic
Superior
Venomous
EMOTIVE APPEALS
Democracy
Desire To Be Up-To-Date
Charity
Compassion
Environmentalism
Fairness
Family Values
Fear Of Change
Freedom
Group Loyalty
Hip-Pocket Nerve
Morality
Nostalgia
Patriotism
Reason And Logic
Safety
Self-Interest
Sense Of Justice
Vanity
22
What to look for in your analyses...
PHOTOGRAPHS
CARTOONS
What is missing?
What is in focus? What is out of focus?
Who/what is in the foreground? Background?
How are people sitting/standing?
How would you describe their body language?
What is the caption? How does this link with the
photo?
What are the facial expressions? What emotions
are being expressed?
Which colours are overused or highlighted?
What kind of connotations does this create?
What is the issue?
How and where is it positioned on the page?
What and who are featured?
Are humour, satire and irony evident? In what
way?
Is language used at all (e.g. captions, thought
bubbles etc)? How does this affect the reader?
Is anything exaggerated? What effect does this
have?
HEADLINES
ARTICLES
Look for:
Typeface- font, bold, italics
Puns – words with double meanings
Imagery (similes, metaphors etc)
Alliteration
Appeals to emotions
Tone
What is missing?
What is suggested?
Look for?
Images
Expert opinions
Statistics
Quotes
Appeals to emotions
Tone
Who/what is missing?
Rhetorical questions
Attacks
Inclusive language
Anecdotes
23
Suggested Structure of Language Analysis
Introduction:
In response to the issue of [insert issue and provide background if necessary], a/an [text
type: editorial/letter to the editor/opinion piece etc] was published in [source:
newspaper/website] (date) entitled “[insert headline]”. Targeting an audience of [insert
audience] and using a [insert tone] tone, the author contends that [insert contention].
-
Do not use a quote from the text here in place of the contention. You must use your
own words to explain the author’s contention.
Body Paragraph 1 – Follow the structure of TEA (technique, example, analysis):
In the beginning of the article, the writer uses [insert first technique used], through language
such as “[insert evidence (quote/s)]”. [Insert analysis sentence] – Use one of the sentence
starters below to explain how the technique you have mentioned is used to persuade the
reader:
o
o
o
o
o
o
o
o
This technique aims to/attempts to.... [appeal to the readers’ sense of
sympathy/family values/compassion/patriotism/reason and logic/concern]
The reader is positioned to [feel
angry/frustrated/anxious/worried/afraid/frustrated/alarmed...
The writer invites/demonstrates to readers ...
The writer encourages the public to...
This techniques leaves readers with an image in their minds of...
The writer leaves the reader with a sense of...
This technique is designed to [shock/frighten/demonstrate that...]
The writer demonstrates to the reader that...
Make sure that you are specific to the article and the issue in your analysis and explain why the
technique has been used. How does it affect the audience and make them agree with the
author’s contention?
**Repeat this process for 1-2 more techniques in this paragraph.
Body Paragraph 2 – Still follow TEA:
The author then/continues to/also uses [insert technique] by saying/stating “[insert quote/s]”.
[Insert analysis sentence- use/ sentence starters from previous paragraph].
**Repeat these steps for 1-2 more techniques in this paragraph.
24
Body Paragraph 3 – Still follow TEA:
The [insert text type e.g. editorial/opinion piece] is concluded by using [insert technique]: “[insert
quote/s]”. [Insert analysis sentence].
**Repeat this step for 1-2 more techniques.
Body Paragraph 4 – Image Analysis
The [image/photograph/cartoon/visual] which accompanies the article, shows [briefly describe
what you can see in the image]. The image supports the view that [insert contention of the
image itself].
**Choose 3 objects/techniques used in the image that you think have been included to
persuade the reader. Consider:
o
o
o
o
o
o
o
o
o
o
What is in focus? What is out of focus?
Who/what is in the foreground? Background?
How are people sitting/standing?
How would you describe their body language?
What is the caption? How does this link with the photo?
What are the facial expressions? What emotions are being expressed?
What and who are featured?
Are humour, satire and irony evident? In what way?
Is language used at all (e.g. captions, thought bubbles etc)? How does this affect the
reader?
Is anything exaggerated? What effect does this have?
**Identify these 3 things and explain how they have been used to affect the reader. Make
sure that you relate your analysis back to the issue.
For example: “The image includes three young boys who appear to be grieving over the loss of
their friend. Their facial expressions show great sadness and devastation which appeals to
sympathy in the reader towards friends and family of the victims of hoon driving. This makes
the reader feel like something needs to happen to prevent this situation occurring again in the
future.”
Conclusion:
Through the use of [Insert tone, list techniques used], the writer of this [text type] demonstrates
that [insert contention].
DON’T EVALUATE THE ARTICLE AT ANY POINT OR GIVE YOUR OWN OPINION ON THE
ISSUE
25
Useful Vocabulary
TECHNIQUES:
Argue, asses, contradict, discuss, ignore, sanitize(clean up), analyze(look at), assert (confirm),
criticize, dispute, infer (hint at), assume, quote, appeal to, identify, illustrate, support, compare,
define, elaborate, rebut, associate, confirm, conclude, describe, imply, repeat, relate or
emphasize.
o
o
o
o
o
o
o
o
“Cements this cautionary perspective”
“Positions the reader”
“Offer contrasting images”
“Paints a bleak picture”
“The audience is encouraged to sympathize with a worried mother”
“By finishing with ………………. The writer establishes an air of urgency”
“The play on words is employed in the title”
“A positive outlook that would appeal to many readers”
MORE USEFUL VOCAB:
EMPHASISES, places weight on, accents, highlights, stresses, adds on
PERSUADES, positions, influences, manipulates, sways, convinces, leads
ARGUES, contends, asserts, maintains, demonstrates, ponders, considers, rebuts
ON THE OTHER HAND, conversely, however, alternatively, in opposition to, whereas
AS WELL, furthermore, nonetheless, additionally, moreover.
Similar nature (new point)
Different nature (new point)
Conclusive/summative point
In addition
Conversely
As a result
Similarly
In contrast
Therefore
Likewise
On the other hand
To summarize
Moreover
However
In conclusion
Furthermore
Despite
Consequently
On top of this
On the contrary
finally
TONE : calm, aggressive, angry, rational, passionate, optimistic, direct, considering, excitable,
sarcastic, reasonable, sensible, straightforward, matter-of-fact, friendly, open minded,
supportive, sympathetic, humble, modest, approving, understanding, passionate, animated,
proud, humorous, regretful, disappointed, distressed, pessimistic, critical, defensive, confused,
puzzled, expert, authoritative, alarmed, shocked, outraged.
**Consider: Does the tone change?
26
How to analyse a cartoon
During your learning about persuasive language techniques, one of the things that you will come
across is the analysis of cartoons in media texts. The way that cartoons create meaning is different to
that of written texts; they have to use visual cues to alert the reader of the layers of meaning in their
texts. You are going to learn about some of the ways that cartoons persuade readers of a point of
view.
At first glance these cartoons look like simple pictures; you may find them humorous if you
understand their subject matter. You need to go deeper than this to get to the layers of meaning in
the cartoon. There is usually another meaning behind the first and most obvious one. In order to
understand this readers use their knowledge of the context of the issue to understand the
cartoonist’s point. A reader uses their inferential understanding of an issue to get the full meaning of
the visual. You need to consider the following when reading cartoons:









What is the issue?
What has been the media debate on the issue?
What is this cartoonists point of view?
What visual cues give this away?
What is in the foreground/background?
Where are the subjects of the cartoon? (centre, left, right etc) and why?
Where are the characters facing? Why?
What are they saying?
Do you detect any irony or sarcasm? How?
On the next page is an example of a cartoon and a brief analysis of the persuasive language.
27
The cartoonist here contends that the Citizenship test is a waste of time as people can display
Australian values in a variety of ways, not just the way that the government wishes them to. The use
of the satirical news show ‘The Chaser’ who regularly lampoons the government shows that there are
other values that Australian’s may have that aren’t covered by the citizenship test. The fact that
Kevin Andrews, who introduced the test, is not laughing, added to the statement by ‘Piglet’ that
Australian’s have a good sense of humour, questions Andrew’s ‘Australianness’. The test takers are all
casually dressed, whereas Andrews is in a suit and tie. Another famous ‘Aussie’ trait is it’s informality
further enforcing the idea that Andrews is less Australian than the would-be citizens.
28
The following entry is from www.blueocean.wordpress.com, a personal blog from a photographer and who
uses his photographs to comment on media events. The entry was posted on December 13, 2008. Underline
the persuasive techniques and then complete the table below.
Continued:
A mother grieves for her son. An unnecessary death now being labelled a ‘tragedy’.
Hardly, it was premeditated, that’s no tragedy, its murder in anyone’s book. The lad
had lost his father just a few years earlier. Now a mother has lost both husband and
a son in just a few years.
What goes through the mind of a police officer? At the final moment of pulling the
trigger they must think. “I’m going to kill you”. Six bullets later and he’s dead.
Problem solved.
We need them don’t we, the police that is, ‘cause without them anarchy will reign.
But geez do they have to react this way?
Of course police will investigate police and find they did the right thing. So next time
they will do it again and another young life will be wasted. They [Vic police] will try
and smear dirt on Tyler because of his blurred ideals.
No wonder police officers are so good at fining speeding drivers or booking people
29
for over staying their parking ticket, ‘cause they sure are not that smart at the real
job.
As a father I feel real strong on this issue. I see young police officers walking the
streets with guns at their hips having such an awkward and arrogant stance about
them, its hilarious, if it wasn’t so sad to observe.
In Greece they have been rioting for days, even after those two cops got charged
with another 15 year olds murder. Those officers who pulled the trigger on Tyler
Cassidy letting off six bullets into his chest should suffer the same consequences.
Charged with murder, regardless the costume they wear.
The following is one of the 10 responses to this blog entry that were posted:
CaptainReality Says:
December 14, 2008 at 1:04 am
“Charged with murder”? That’s a laugh.
The police did the right thing in regards to this deranged thug. It’s a simple fact that if you
are armed with knives, approach and threaten police, and won’t drop them, you’re going to
get shot. It’s predictable. It would happen in any state. Furthermore, it’s right.
It’s irrelevant that he was 15. 15 or 50 doesn’t make him less dangerous. He’d been capsicum
sprayed; twice. Warning shots were fired (against police policy). Even then, he continued to
approach. What are the police supposed to do? Sprinkle their magic fairy dust? Sing ‘give
peace a chance’ at him?
It’s nice that you’re a father. I’m a father too. My kids are hundreds of times more likely to be
killed by violent thugs such as the loser ‘Tyler Cassidy’ than to be killed by police. The
majority of people killed by police damn well deserve it, because the majority of them are
directly threatening police with a lethal weapon at the time.
As far as I can see, the police response was faultless. They sensibly escalated force, and at the
point of shooting the offender, they had exhausted all other options. Oh, that’s right, they
could have ‘negotiated’ better, couldn’t they? Maybe they could have said “Drop the knife or
we’ll shoot” in a different tone of voice… perhaps singing it would work.
And you know what… if one of my kids did what said loser did, I’d fully support the police in
their response, because the police should not place themselves at risk of injury or death
because I brought up a violent scumbag.
He behaved like a mad dog. He was shot like a mad dog. Good!
30
Blog post #1
PERSUASIVE
TECHNIQUES e.g.
emotive language
EXAMPLES OF LANGUAGE
FROM THE ARTICLE e.g.
“mad dog”
EFFECTS ON THE READER e.g. aims to
shock the reader.
Blog post #2:
PERSUASIVE
TECHNIQUES e.g.
emotive language
EXAMPLES OF LANGUAGE FROM EFFECTS ON THE READER e.g. aims to
THE ARTICLE e.g. “mad dog”
shock the reader.
31
SAMPLE LANGUAGE ANALYSIS: Blue Ocean Blog (1st article)
Sample Language Analysis: Blue Ocean Blog (1st blog comment)
Using an embittered tone, blogger “Val” strongly criticises Police actions surrounding the shooting of
Tyler Cassidy in his blog post, “Tyler Cassidy should not have been shot like a mad dog!”
(www.blueocean.wordpress.com, December 13, 2008). From the title itself, it is clear that the author
has no tolerance for the choice made by Police in this situation. His inflammatory rant contends that
the officers involved should take full responsibility for shooting 15 year old Tyler Cassidy and be
“charged with murder”.
The reader’s attention is immediately drawn to the photograph of the police and the inserted quote
in the text. In the photograph, the victim is surrounded by police officers, giving the impression of
police intimidation and overreaction. However, this photograph is not related to the Tyler Cassidy
situation, which could make the reader question the writer’s authenticity. However, the paragraph
that is inset is likely to be the first thing that is read and it is quick to emotionally engage the reader
by turning the description of the situation from “tragedy” to “murder”. This contrasts to the crictical
focus of the rest of the piece as it is a direct appeal to the family values of the readers, especially
mothers, by reinforcing that “now a mother has lost a husband and a son”.
Throughout the post, the writer vehemently condemns the actions of the police and questions their
competence by clearly distinguishing between “they”, the Victoria Police, and “we” the rest of
society. This use of exclusive and inclusive language suggests that the police are an unidentified,
distant group that has little connection to the society of which the reader is a part. While the police
are repeatedly described in detached terms such as “officers” and “them”, Tyler Cassidy is referred
to in sympathetic and familiar labels such as “a fifteen year old”, “a son”, “lad” and “Tyler”,
reinforcing his status as an innocent victim.
The writer does not hold back in denigrating the police. He makes assumptions about their thought
processes in a shooting situation and trivialises their actions in short, sharp sentences: “six bullets
later he’s dead. Problem solved”. Val’s sarcasm is biting as he implies that police are stupid and are
only good at “fining speeding drivers.” He continues this generalisation of police thinking and
behaviour in his specific criticism of young police officers. His anecdotal description of those he has
observed carries the connotation that “arrogant” young police officers are more interested in
showing the “guns at their hips” than actually focusing on the job. The final statement in the post
subtly reinforces his low opinion of the police when he belittles the police uniform as a “costume”,
suggesting that it is simply an outward appearance of pretence that should not separate police from
anyone else.
Finally, “Val” compares the Tyler Cassidy situation with the Greek police shooting of a teenager that
occurred a few days earlier which has sparked riots “even after those two cops got charged”. The
phrase “even after” is used to highlight the extent of the anger expressed in Greece, suggesting
Australia should have a similar reaction. The last, fragmented statement is an indisputable indicator
of how strongly the writer feels, restating that the police should be “charged with murder”.
535 words
32
Sample Language Analysis: Blue Ocean Blog – CaptainReality blog post (reply to Val)
In direct response to the blog post entitled “Tyler Cassidy should not have been shot like a mad
dog” (www.blueocean.wordpress.com, December 2008), CaptainReality vehemently argues that
the actions of the police during the Tyler Cassidy incident were justified and rational. Through
the sustained use of a derisive tone, hyperbole and emotive language, the writer endeavours to
persuade his reader that the shooting was absolutely necessary and that the police “did the right
thing”.
The writer employs sarcasm throughout the piece in an attempt to belittle those who challenge
the actions of the police. His opening line, “Charged with murder? That’s a laugh” immediately
ridicules the viewpoint that the police acted irresponsibly and urges the reader to be of the
same opinion. CaptainReality continues to mock his opponent by asking, “What are the police
supposed to do? Sprinkle their magic fairy dust?” creating the implication that the police in fact
responded in a logical manner. The writer maintains this condescending tone as he sarcastically
poses an alternative, “maybe [the police] could have said “Drop the knife or we’ll shoot” in a
different tone of voice...perhaps singing it would work”. This aims to further denigrate his
opponents by portraying those who believe that the police acted too harshly as irrational.
The use of generalisations and hyperbole also feature in this piece in an attempt to sway the
reader. The author dramatically states that “it’s a simple fact that if you are armed with
knives...you’re going to get shot. It’s predictable. It would happen in any state”. This
generalisation implies that police would have responded similarly elsewhere, and implores
readers to take notice of his opinion as “fact”. He also generalises that “the majority of people
killed by police damn well deserve it”, assuming a sense of authority and experience with the
issue. The writer’s use of hyperbole, “my kids are hundreds of times more likely to be killed by
violent thugs...than police” exaggerates the situation and aims to appeal to the reader’s sense of
insecurity and fear of being attacked by “violent thugs”.
CaptainReality’s piece is abundant in colourful language used to describe Tyler Cassidy. The use
of references to Cassidy as a “deranged thug”, “loser” and “violent thug”, create negative
connotations in the reader’s mind. Such language portrays the teenager as a dangerous and
disturbed person, and therefore reinforces the writer’s contention that the police actions were
deserved and justified.
The writer argues in a logical way that the police did all they could in response to the situation.
He outlines the process undertaken by the police, “He’d been capsicum sprayed twice...warning
shots were fired” highlighting that the police acted in a sensible and appropriate way. The
author describes the police response as “faultless” and asserts that they had “exhausted all other
options”. This aims to appeal to the reader’s sense of reason and to further reiterate that the
police could not have taken any other course of action.
By concluding with the statement, “He behaved like a mad dog...he was shot like a mad dog.
Good!”, the writer once again returns to a scathing tone in an effort to portray Cassidy as
deserving of his punishment. The various generalisations and hyperbole used over-simplify the
issue and detract from the writer’s contention that Cassidy was deserving of the outcome and
that the police response was “faultless”. (609 words)
33
Through a glass, darkly
Raising the drinking age won't change our tradition of
booze-fuelled violence.
In Bearbrass, Robyn Annear's wonderfully engaging book
about pre-gold rush Melbourne, the author describes how
our city had an affinity for alcohol-fuelled violence and
malfeasance from its earliest days. King Street, for instance,
was renowned for fights, booze and scabrous sexual
encounters from before our great-grandparents were born.
If you were walking through inner Melbourne streets in the Uncomplicated fixes, such as bringing in more police and
1980s after midnight, you would find people of all ages
security cameras, should be viewed with scepticism. For one
stumbling down footpaths, you would witness street brawls, thing, they don't tackle the causes. They are the infamous
and you'd step over puddles of vomit. You would avoid
ambulance parked at the bottom of the cliff. What we really
making eye contact with strangers or expect the worst. And must comprehend is just how and why Australian culture,
it was no different further out; from Bayswater to Yarraville, young and old, has always tended to drown its sorrows or
Melbourne's streets presented clear risks.
celebrate its victories in alcohol. Our nation's very first
currency was rum, after all.
Daylight wasn't danger-free, either. Coming from school in Speaking of winners and losers, is it a coincidence that
sport-transfixed Melbourne is as famous for its drunken
the 1980s, I was assaulted - unprovoked - on three
altercations as it is for its events? The football and racing
occasions. The most potentially damaging was when two
men jumped out of a ute at an intersection, one wielding a seasons are virtually synonymous with tragic drinking,
cricket bat, the other a tin of Foster's. To the businessman in sexual assaults and punch-ups. Ambulance drivers I've met
absolutely dread some of our local sporting shrines. Some
the silver BMW who intervened after I was headbutted, a
belated thanks. I would have ended up in traction without events, by contrast, are less likely to engender misfortune.
Few people leave a string quartet recital to get pissed and
your demonstration of solidarity.
kick in a few heads. Is there a lesson here?
So here we are, 25 years on from my adolescent adventures,
dwelling on the issues of public drunkenness and street
violence as if it has come out of nowhere, instead of
recognising it for what it is: an unfortunate tradition. What
has changed is that our population is larger and the CBD
now caters to 24-hour party people. If drunken behaviour
appears to be on the rise, it is probably because the entire
town is a brightly lit theme park, with John Barleycorn the
ubiquitous MC.
Or is conscription the answer? It's been a few years since
this one has been wheeled out. Apparently, young people
drink and get up to mischief because they don't have
anything to do. Funny then how many people in suits enjoy
aggressive drinking sessions. There are plenty of people
with well-paid, well-respected occupations who behave like
animals after a few drinks. And what about our armed
forces? Would anyone dare argue that soldiers never drink
to excess and get into punch-ups?
It's a continuing story, gaining traction again as we brace
ourselves for the hysteria of schoolies week. One mental
health expert believes that raising the legal drinking age to Radio schlock jocks and well-meaning social commentators
19 will help, but that won't solve the problems because,
peddle their solutions. The nuttier ones involve bringing
The answer to this endemic problem may well be found in
crucially, it ignores the pivotal role alcohol plays in our
back conscription or fining parents for their kids' excesses why Anglo-Celtic Australia developed such a hard-drinking
culture.
(strange, when so many protagonists are adults). New York- culture in the first place. Is there an intrinsic melancholy in
Twenty-five years ago, when I was a teenager seeking
style zero tolerance measures have been advocated, too.
the Zeitgeist, perhaps? A melancholy that habitually makes
adventure, I would sneak out at night and witness the
This involves throwing the book at and incarcerating people the booze go down so poisonously?
perilous, beer-soaked streets of our city first hand. I recall for minor infractions. The reasoning is that aberrant
many violent incidents, like the time I was sitting in a
behaviour will virtually disappear from such a crimeI am haunted by an insight attributed to Henry Lawson. He
Prahran pub in 1984 when an argument erupted with the intolerant environment.
explosive intensity of a bushfire. Two men were glassed,
But the research is far from conclusive that zero tolerance said that drinking was a man's way of crying. If so, this selffurniture became weapons, screams ricocheted off the walls. actually "cleaned up" New York's drug and crime problems - punishing pastime has evolved into a wretched penalisation
I soon learnt that pubs could be dangerous places and some even though former Big Apple mayor Rudy Giuliani has been of others. You can't help asking, if Lawson was right, why
are we so sad?
of them, like King Street's Waterside Hotel, you'd only enter dining out on such slender claims for years. What we do
at your own risk.
know is that, under zero tolerance, poor people often ended
up in prison for very minor misdemeanours.
34
Chris Middendorp is a Melbourne writer.
Sample Language Analysis- Through a Glass, darkly, Chris
Middendorp
In Victoria, the issue of alcohol-related violence and the legal drinking age has been prominent in the
media following frequent reports of public misconduct primarily concerned with intoxicated youths.
In response to this issue, in the lead up to ‘Schoolies week 2009’, the writer of the opinion piece
‘Through a glass, darkly’ (National Times, November 09) vehemently argues that the real problem
lies not with raising the legal drinking age, but in exploring why the consumption of alcohol is so
ingrained into Australian culture. Using a disapproving and assertive tone, Middendorp criticises
suggested solutions to the problem and instead contends that we should search for the cause of
what has become “an unfortunate tradition”.
The reader is initially drawn to the illustration at the outset of the article which features a collage of
images portraying young people consuming alcohol. The illustration, coupled with the byline,
“Raising the drinking age won't change our tradition of booze-fuelled violence”, highlights the
article’s overall contention that changing the drinking laws will not affect the Australian tradition of
social drinking. The illustration purposefully juxtaposes the vibrantly displayed images of youths
enjoying themselves drinking with the darker images of a youth apprehended by police and a young
girl sitting alone on the side of the road. This helps to reinforce the author’s argument that alcohol
has become such a key aspect of Australian social life which is therefore the cause of the negative
consequences being reported in the news. The sombre mood of the images also attempts to
highlight the dramatic aftermaths of excessive drinking and thus reinforces the urgency to address
the issue.
The article begins by asserting that the issue of alcohol and violence in Australia is not a new one.
Middendorp refers to a book written about Australia in its early days (Robyn Annear’s‘Bearbrass’)
which shares reports of “alcohol-fuelled violence and malfeasance”. Through the use of such
evidence, the author adds credibility to his argument, proving that the proposal to raise the legal
drinking age would be futile as it fails to acknowledge the history of alcohol-related violence and the
“pivotal role” alcohol plays in Australian traditions. The author then uses personal anecdotes of his
adolescent years in Melbourne to describe his first-hand experiences of the “perilous, beer-soaked
streets”, once again reinforcing the idea of the city’s long-standing tradition of drinking and also
adding believability to his opinions. Through the use of descriptive and dramatic language such as
“screams ricocheted off the walls”, “furniture became weapons”, and the comparison of a brawl to
the “explosive intensity of a bushfire”, the writer paints a clear picture of the “dangerous places”
and “clear risks” in the city, highlighting the damaging consequences of excessive drinking that has
taken place for years.
The article then shifts to a more condescending tone as the author criticises the state of the city and
the solutions being proposed to solve the problem. He refers to Melbourne’s CBD as a “brightly lit
theme park” suggesting that the city’s “24-hour party” atmosphere, together with a rise in
population is to blame for the rise in alcohol-related incidents. Middendorp then maintains his
patronising tone as he condemns the solutions being offered by “radio schlock jocks” and “wellmeaning social commentators” such as bringing back conscription, introducing zero-tolerance
policies and fining parents. He attempts to belittle those who support such proposals by labelling the
35
research as “far from conclusive” and as “slender claims”. He continues to denigrate the offered
suggestions by suggesting they do not focus on prevention of incidents by using the analogy of “the
infamous ambulance parked at the bottom of a cliff”, thus ridiculing the ideas and anyone who
supports them.
The main contention is further reiterated by urging that to overcome the problems faced, we must
first understand “how and why Australian culture...has always tended to drown its sorrows or
celebrate its victories in alcohol”, pointing out the correlations between the Australian sport culture
and “tragic drinking, sexual assaults and punch-ups”. The author also refers to conversations he has
had with ambulance officers at these events, once again adding credibility to himself as a
commentator. His next statement utilises humour and informal language to suggest that “few
people leave a string quartet recital to get pissed and kick in a few heads”. The use of these
techniques, together with the subsequent rhetorical question, “is there a lesson here?” implies that
a culture of excessive drinking is associated with Australian sports, which the author argues is the
central cause of the current issues.
The article ends on a solemn note, questioning the cause of the Australian “hard-drinking culture”.
The proclamation that the author is “haunted” by the idea that “drinking is a man’s way of crying”
appeals to the readers’ sense of concern about the roots of Melbourne’s “booze-fuelled” traditions,
whilst simultaneously prompting the audience to agree with the author as his intentions appear
genuine. The final statement is a rhetorical question, soberly posing the question “why are we so
sad”? This is aimed to leave readers to reflect on the possible causes of the issue, focusing on
prevention rather than “uncomplicated fixes” to the problem.
Middendorp’s opinion piece highlights that the real issue lies not with raising the legal drinking age,
but with investigating the causes of how Australian culture is embedded with excessive drinking and
violence. Through the use of a critical and authoritative tone, the article presents the argument that
Australia’s problems are longstanding and that more must be done to get to the root of this
“endemic problem“.
36
Our selfish creation of human life
Maggie Millar, The Age August 5, 2011
Illustration: Andrew Dyson.
especially when they are unable
to trace their fathers or mothers.
The rights of donor-conceived
children are ignored in the
misplaced euphoria over
reproductive technology.
Recent talk about the rights of
gay and infertile couples, and
some single women, to ''donor''
conception and adoption
emphasises adult entitlements at
the expense of infants. There are
some things that anyone who
believes they have a right to a
child needs to hear.
Someone else's child is not a
''cure'' for infertility, and no one,
whether gay, straight, single,
married, young or old, should be
entitled to such a child - despite
current thinking to the contrary especially when that child's own
human rights are ignored. The
only circumstance in which this
ought to happen is when the child
has continuing contact with their
donor parent.
There are now more than enough
examples worldwide of donorconceived persons, whose rights
were never considered, being
very angry indeed at such cavalier
and inhumane treatment,
The predicament described by
brave Narelle Grech (The Sunday
Age, 31/07) resonates profoundly
with donor-conceived and
adopted people. In Victoria,
adoptees have had access to their
birth information since 1987. That
reflects recognition of the rights
of adopted persons, as they had
no say in the procedures that
severed them from their families
of origin. Retrospective changes
were introduced in order to avoid
discrimination. The same should
apply to all donor-conceived
persons.
As one woman interviewed for a
recent media article said: "I
cannot begin to describe how
dehumanised and powerless I am
to know that the name and
details about my biological father
and my entire paternal family sit
somewhere in a filing cabinet . . .
with no means to access it.
Information about my own family,
my roots, my identity I am told I
have no right to know."
According to Australian ethicist
Professor Margaret Somerville, no
procedure should be embarked
upon unless we can be absolutely
certain that children conceived by
various medical interventions will
approve of what was done to
them as infants when they reach
adulthood.
Despite the weasel words used to
obfuscate the truth about these
procedures - sperm donor
(father), egg donor (mother),
expenses (fee for ''donation'') etc
- it is abundantly clear that what
these donors are parting with are
37
their own children, apparently
without any concern for their
future welfare. As one donorconceived adult puts it: "I'd like to
meet the man who didn't
consider it important to have
contact with me, his own child."
And still we have the media hype
about these procedures ensuring
the happiness of couples who for
whatever reason can't have
children of their own, thus
encouraging the notion of a
''right'' to a child. The media, it
seems, mostly concentrate on the
emotion of the adult side of the
story without corresponding
coverage of the profound ongoing
repercussions for the children. At
least the publication of Narelle's
story will go some way towards
balancing this.
To force any human being to
forfeit their own reality without
their knowledge or consent in
order that someone else can live
out their dream of parenthood is
highly questionable. This is real
identity theft. And if these donorconceived persons who have
been told the truth do want to
meet with their own fathers or
mothers, as is perfectly natural
and understandable, they are told
they are ungrateful and that, for
those conceived before 1988, it is
not possible. This is inhuman.
According to Tangled Webs, the
support group for donorconceived adults and parents,
most donor-conceived children in
heterosexual families are not told
the truth about their conception.
Parents who like to think that the
child's biological connections are
unimportant really need to do
some serious research. At least
this can't happen in a gay
partnership as there is obviously a
mother or father somewhere
around. They may however be
very far away, as sperm and eggs
are freely available on the
internet, and anonymity is
guaranteed.
There is now a growing ''market''
in India for sperm, eggs, and even
foetuses from men and women all
over the world who must remain
anonymous. In one case,
documented on the ABC's
Compass program a few weeks
ago, these are sold to an Israeli
company, flown to India and then
implanted in surrogate mothers,
for a fee.
I have no doubt that some time in
the future profuse public
apologies will be offered to the
countless thousands of people
who were so heartlessly
disconnected from their own
families, the ones whom no one
cared about in the misplaced
euphoria about reproductive
technology: the children. And let
us hope that Narelle Grech
succeeds in her search.
Maggie Millar was PR officer for
Jigsaw Victoria, a former lobby
group for adoptees and adoptive
parents, and is on the Victorian
Women's Honour Roll for her
activism on social issues
including adoption, body image
and ageing.
These ''mothers'' live in
dormitories in a clinic run by a
doctor for a hefty fee until they
give birth, often to their own
babies. The babies are then
collected either by the new
''parents'' or a courier, who
delivers them to wherever in the
world they will end up. These
infants have no way of knowing
anything about their genetic
background, medical conditions
that may run in their families,
talents, tendencies, or any of the
myriad other things we share with
our relatives. They are
commodities in a commercial
enterprise.
How on earth can we condone
the creation of human life in such
a selfish and materialistic
manner? When did we lose our
sense of the profound importance
of family connections, of our
ancestors, our tribe, our people?
How can we refuse to
acknowledge the inalienable right
of all persons to know who they
are and where they come from,
which right must override the
perceived sense of entitlement of
infertile or gay couples to other
people's children?
38
Language Analysis SAMPLE: “Our selfish creation of human life”, The Age, August 5th 2011
The recent topic of discussion in our papers these last few weeks is that of donor-conceived
children’s rights and treatment. In an urgent and sarcastic manner, Maggie Miller who wrote the
opinion piece entitled, “Our selfish creation of human life”, in The Age, August 5th 2011, is of the
opinion that donor-conceived children deserve to have access to their biological parents’ details and
whereabouts, and that we as a society need to stop and think about the children.
The cartoon that introduces the article presents the image of a couple with their backs turned to a
small infant who appears alone and also to be in a wrapped box that signifies a present. The image
attempts to evoke a sense of guilt and compassion from readers, and reinforces the opinion that
donor-conceived children are not being treated as they should be; as an equal.
The writer attracts readers at the beginning of the article with the juxtaposed use of hyperboles and
loaded language with phrases such as “...emphasises adult entitlements at the expense of infants”
and “There are some things that anyone who believes they have a right to a child needs to hear.”
These techniques are designed to evoke a sense of compassion or urgency from readers, and, in this
particular case, to belittle the adults who wish to have a child through a donated
egg/sperm/embryo, or through a surrogate mother. The author attempts to win over readers by
attempting to express her emotion through her words like “needs to hear” or “at the expense of
infants”.
The author then goes on by using a mixture of emotional appeals and an invasion on the sense of
family security. These techniques are put in place to strike at the readers sensitive spots, and
therefore attempt to reinforce the author’s contention of donor-conceived children deserving to
have access to their real parents. These techniques are used in phrases like, “donor conceived
persons, whose rights were never considered, being very angry indeed at such cavalier and
inhumane treatment, especially when they are unable to trace their fathers or mothers “. The author
continues by using research in the form of anecdotal evidence and facts to show her dedication to
the topic, and also to rebut against opposing opinions using past experiences from others and cold
hard facts. These techniques are used as follows, “In Victoria, adoptees have had access to their
birth information since 1987” and “one woman interviewed for a recent media article said: ‘I cannot
begin to describe how dehumanised and powerless I am to know that the name and details about
my biological father and me entire paternal family sit somewhere in a filing cabinet...with no means
to access it.’ “.
The opinion piece begins to conclude with the use of sarcasm: “These ‘’mothers’’ live in dormitories”
and “collected by either the new “parents” or a courier”. The use of sarcasm attempts to position
the reader into feeling frustrated and worried that these poor children have no real parent, as they
are either not related to them, or they have sold them to another family on the other side of the
world to pay the bills. The author then rounds up the article by using a number of different
rhetorical questions that have the purpose of leaving readers with questions buzzing around their
heads, and ultimately, to create a lasting memory of the article. An example of a rhetorical question
used at the conclusion of the article may include: “How on earth can we condone the creation of
human life in such a selfish and materialistic manner?”
39
AREA OF STUDY TWO
CREATING AND PRESENTING
SEMESTER ONE 2012
TEXT: Freedom Writers
Context: Identity and Belonging
Outcome Two: Creating and Presenting
In this area of study, your writing is informed by reading a range of texts relevant to a context‘Identity and Belonging’. You are encouraged to read widely and to study at least one set text
(Freedom Writers) in order to examine the effects of form, purpose, audience and context on the
authors’ choice of structure and language. You will draw on the knowledge gained from this study to
create your own written and/or multimodal texts in a process which includes planning, reviewing
and editing. You will also be required to complete an oral presentation (SAC) based on your opinions
and thoughts on the context.
Examples of texts which could be created by students include essays, short stories, short
instructional or informative videos, websites, scripts, text of speeches, personal recounts, and
feature articles for a workplace magazine.
Key Skills
On completion of this unit you should be able to create and present texts taking account of
audience, purpose and context. To achieve this outcome you will draw on knowledge and related
skills outlined in area of study 2.
These skills include the ability to:
• use accurately the structures, features and conventions of a range of print, non-print and
multimodal texts;
• select text type, subject matter and language to suit a specific audience, purpose and context;
• draw on content suggested by set texts to develop and support ideas and arguments;
• experiment with visual, auditory and digital features, where relevant, to make meaning;
• plan and revise for coherence of form, language, structure, audience and context;
• use appropriate metalanguage to discuss structures, features and forms of their own and others’
texts;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.
40
TIPS FOR AN EFFECTIVE
PRESENTATION

Know your speech well.

Be confident! (even if you aren't!) The best way to be confident is to be prepared.

Interact with the audience

Use gestures, make eye contact, ask them questions, ask for questions at the end and try to
relate to them. Be sure to introduce yourself and thank the audience as you leave.

Practice!

Make sure that you practice out loud as many times as possible. If you can, practice in front
of someone to get used to having an audience. Practice using cue cards and run through
your PowerPoint/videos etc to make sure everything runs smoothly.

Vary the tone of your voice. Experiment with different types of tone (refer to your textbooks
for ideas).

Watch your pace!
How to ensure you have an effective PowerPoint presentation:
PowerPoints are there to help the audience follow your speech. Don't put your draft up or
paragraphs word for word. Use dot points only to summarise your points and limit these to about 34 per slide.

Use your PowerPoint to display photos, graphs and other visuals.

Don't use more than one background throughout your presentation and minimise
the use of different fonts and colours.

Try to avoid using animations on screen as they can distract the audience.

Use headings to help the audience understand where you are in your speech.

Use spell check to correct any mistakes. Spelling errors will make you look
unprepared.
41
The Context: Identity and Belonging
The idea of identity is both complex and problematic. It is no longer enough to declare that our
identity is simply a matter of ‘who we are’. New questions arise. Is our identity solid and fixed? We
are a work in progress from the day of our birth to the day of our death. Does this mean then, that
our identity is in a state of constant instability? Does our identity depend on our belonging? The
social groupings of which we are a part – families, clubs, workplaces and the like – are usually an
important part of our sense of self, but to what extent? People often choose to define themselves in
opposition to traditional social groupings. Instead of feeling like they belong, such people feel
alienated from the groups around them.
From our earliest days, many of us are given a ‘script’ for our lives and we act it out, even if it does
not really suit us. Sometimes, however, when we take time to reflect on these things that we take
for granted, we are prompted to abandon the script we have been given and to begin to write our
own script instead.
Identity and Belonging: Context
introductory questions:
As part of the year 11 English course you will be asked to write a number of pieces that centre on
the themes of identity and belonging.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
What is identity?
How would you describe your identity?
How does categorisation and identity relate to each other?
What clues do we use to work out someone’s identity?
Can identity be changed? How?
Is identity an external or internal characteristic?
Where did your identity come from? Did you design it?
How much control do we have over our identities?
Can we have more than one identity? Do they come together to make a whole?
Have you ever helped shape someone’s identity?
Will you have the same identity in 10 years? How about in 20? What do you think will
change? What will stay the same?
How does identity affect belonging?
Where do you feel you belong? Why?
Why is belonging important? Are there times when it is better not to belong?
Can people of different identities belong together? Why? How?
Describe in detail a time when you did not belong.
Have you ever stopped someone else from belonging?
Find an image/picture that reflects either identity or belonging and write an explanation.
42
EXPLORING THE CONCEPT OF
IDENTITY AND BELONGING
Provide detailed answers to the following questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Who am I?
How do we judge others?
What does identity mean?
What does it mean to have an identity?
What does belonging mean?
What groups do we belong to?
How do these groups shape our identity?
What factors shape our identity?
How can we remain an individual and still be part of a group?
Where is the line between our internal and external identity?
How do we cope when we are shunned by our group?
What does it mean to be an authentic person?
What are the consequences of a lack of self-reflection?
What cultural identities exist in Australia?
How does our public identity affect our individuality?
What are some of the conflicts and identity crises experienced by young adults?
Why do some people experience alienation?
Why do we search for “role models” and how important are they in shaping our identity?
What are some complexities and contradictions of an individual’s quest for a sense of self
and for finding their place in the world?
20. How can modern life threaten our identity and sense of individuality?
21. What role do our families play in shaping our identity?
43
ARTICLES: IDENTITY AND BELONGING
Melbourne's tepid brown river: it's coffee
Danny Katz, September 17, 2009
Can Melbourne be anything but the coffee
coffee. Can't we celebrate something else?
fine coffee, I drink it myself. I have swilled
capital?
Canberra is the political capital and Sydney is
Vittorio on Victoria Street, swigged Lavazza in
the economic capital and Brisbane is the
a Balaclava plaza, swallowed cups of Coffex in
SERIOUSLY, I will bop 'em in the bean, I will
lifestyle capital and Melbourne, we're the
Coburg. But my wrath is this: the pressure of
schmack 'em in the stirrer, I will thump the
capital of brown boiled bean-juice that gives
being a Melburnian coffee connoisseur is
cappuccino-frothed face of the next person I
you morning-breath and loosens your stools
destroying me, leaving me jumpy and furry-
hear using the words "Melbourne", "best" and
with colonic laxativity.
tongued and shattered with the emphasis on
"coffee" in the same sentence, as in
''shat'' and ''turd''. Calm down Katzy, have
"Melbourne has the best coffee" or
Anything would be better than the coffee
another double ristretto to settle your jangling
"Melbourne's coffee is the best" or "Coffee,
capital: the capital of Asian nail-salons with
nerves, and explain how it all began …
best: Melbourne has". Go on, Yoda, say it, I
mannequin hands in their windows. The capital
dare ya, cos I'll rip off your tiny green Jedi
of emerging young adult authors writing novels
A box appeared on my doorstep this week: a
knackers.
about netballing teens named Chloe.
small box, the size of the one in the movie
Se7en that had Gwyneth Paltrow's lopped-off
Sorry, sorry, sorry, sorry for the little tantie. It's
Whoaaaa, hold off a latte-lapping moment all
head in it and, to be honest, I would've been
just that everything I read, everywhere I go,
you enraged coffee-guzzlers, swinging round
happier with Gwyneth Paltrow's lopped-off
that's all anyone talks about in this town:
your sugar sachets like mini-nunchukkas: my
head than with what I got in mine. A coffee
coffee, coffee, coffee, coffee, coffee, coffee,
gripe is not with the coffee of Melbourne. It's
machine: I'd picked it out of a loyalty awards
44
catalogue a couple of months ago. It was a
Now I've always made decently drinkable
apparently, in the area of coffee-making, you
"completely free gift" for spending thousands of
coffee with my scrappy little stove-top
want your pucking to be chaffingly dry). I
dollars over hundreds of months over two
percolator: it has a clever little feature where
learned how to start brewing the cup of coffee
decades. And I'd chosen the coffee machine
the coffee bubbles out all over the stove top
(this is where you push down a button that
because, as a resident of this city, I felt it was
then I sponge it up with a dishwashing cloth
says ''start'').
my municipal duty.
and wring it straight into a cup. The
dishwashing detergent gives it extra crema.
The first coffee I made was professionally poo-
And, also, there was nothing else in the
But this new coffee machine was supposed to
flavoured, and each one that followed got
catalogue to pick, just an outdoor patio heater
make perfectly professional coffee, so I read
worse. The instruction booklet told me that
that warmed the entire Earth's atmosphere so
the instructions and learnt how to tamp my
coffee-making is an art and you need to keep
you didn't have to wear a jacket outside. And a
coffee (this is where you compact your coffee
experimenting until you get it right, so this is
car sat-nav that I didn't need because I've got
grounds so you don't have a tamping crisis).
why I'm in a coffee-induced hysteria. Help,
a Melways and I know how to read and I can
help, help, help meeeeeee - I'm in an
say "Turn left ahead" in my own sexy woman's
I learnt how to get a dry puck in my filter (this is
overcaffeinated state, living in an
voice named Audrey.
the clump of grounds after the coffee has been
overcaffeinated state.
brewed, and as fun as a wet puck may sound
45
A bloke's gotta delegate.
Danny Katz
I was heading to Mrbb'n to do some man-
one parking space out the front … and I'd have
A VAST half-finished Scrabble board of a
shopping myself. I needed a big blokey
to reverse in. I'm not a confident reverse-
suburb, that's what Moorabbin is to me. Just
component for my car — a new pair of rubber
parker and when you visit a car store,
rows and rows of flat warehouses and factories
blades for my windscreen wipers. The old
onlookers expect a bit of motoring panache.
and supply outlets laid out in long Scrabble-tile
rubber blades were completely rotten and now
You're supposed to swerve in there backwards
formations, with a massive Bunnings running
I was wiping my windshield with two scratchy
at 80 km/h with your back wheels
down the edge of the suburb, a triple-word
metal sticks, etching the glass in dainty little
doughnutting.
triple-letter-score winner, with 50 bonus points
rainbow arches. So I was driving to one of
for using all your tiles.
those big car-accessory stores, the kind that
To avoid humiliation, I drove further down the
have all the man-arousal trigger words built
road and parked in a side street a few short
directly into their names, like "Super" and
blocks away, in the next suburb, Highett.
"Cheap" and "Moto" and "Auto" and "Barn".
Riddled with shame, I walked 1½ kilometres
Yeah, this isn't a shop, it's a barn, built by
back to the store, then stepped through the
burly, sweaty Mennonite carpenters on an
front doors into a holy sanctum of auto care:
Amish auto-barn-raising day.
dozens of man-shoppers were drifting silently
Moorabbin is where you go to do manshopping: it's the Municipality of Masculinity.
You don't come here to buy hand lotion or
halter-necks or Persian fairy floss — not unless
you're buying it by the cubic metre and you're
using it to chock up a shed. Nah, you come
up and down aisles, all wearing that alluring
here to buy elevator doors or helicopter parts
But when you go man-shopping in Mrbb'n, you
man-fashion of Mrbb'n — cheap, ill-fitting jeans
or anything loose and gravelly that you carry
must be prepared for a multitude of man-
and polar fleece vests with collars yanked up.
home in a Kennard rent-a-trailer.
challenges, and I faced my first upon pulling up
And the smell: a heady fragrance of engine
outside the car accessory store: there was only
degreaser, tyres, and the belchy breath of
46
guys who had recently scoffed down a bacon
ask car-shop item, so I just wandered
and egg McMuffin while hanging out the side
aimlessly past shelves of coolants, mufflers
of a ute.
and hubcaps, until I finally found wiper blades
in the wussiest corner of the shop, alongside
Shuffling past the front counter, a new
the wildberry car-freshener trees and the furry
challenge materialised: I had to give a Car-
pink Hello Kitty car-seat covers.
Shop Greeting to the guy at the cash register,
something gruffer than a Hardware-Store
And now my final excruciating man-challenge:
Hello, less shrill than a Bottleshop Salutation.
there were hundreds of wiper blades for all
So I threw a deep guttural "Hi, how are ya?"
different makes of cars, AND I DIDN'T KNOW
and he threw back a grumbly
THE MAKE OF MY CAR. I knew it was a
"Ehhhhhhmaaaaaate". No I'd failed again,
Toyota, but what kind? A Corolla? A Pudenda?
gone for too much affable chirpiness. A car
I HAD NO IDEA, and I couldn't check because
shop in Mrbb'n is no place for eloquence,
I was parked in Highett.
civility or joy.
Defeated, I slunk out of that store where I
Scampering past, I was now confronted with a
didn't belong, back to my car that I didn't
third challenge; finding the wiper blades. I
deserve, and drove out of Mrbb'n where I had
couldn't ask for help because I was
no right to be. And when I got home, I phoned
embarrassed by my purchase: I'd be happy
a mechanic and said, "Hey, can you put on
asking for help if I were buying motor lube or a
some new wiper blades for me cos I don't
hydraulic carjack — oh, how proudly I would
know how, maaaaaaate" in my blokiest man-
have yelled, "EXCUSE ME, WHERE WOULD I
voice ever.
FIND A 12-VOLT HEAVY-DUTY AIR
COMPRESSOR? YES, THAT'S RIGHT, 12
BLOODY VOLTS!" But wiper blades are a no47
Dork, Geek, Jew
Danny Katz
Bad Aussie, rotten Aussie, crappy Aussie – I don’t deserve to celebrate Australia Day tomorrow
BECAUSE I’M PROBABLY THE WORST AUSTRALIAN OF ALL TIME. I don’t do any of the things that
proper decent Australians are supposed to do. Like eat pavlova. I can’t stand pavlova – it’s like biting
into a polystyrene cup filled with shaving cream. It’s the most nauseatingly sweet thing ever
invented; it’s just an enormous sugar crystal stuffed with more sugar then covered with more sugar,
then topped with lots of fresh fruit so everyone thinks it’s really healthy. The last time I ate a slice of
pavlova, I got two cavities, eight pimples, and my blood-sugar levels were so high I couldn’t blink for
two weeks.
No, I don’t deserve to celebrate Australia Day tomorrow: because I’m not mad about beer.
That’s right; I don’t really like the taste of it. The only way I can drink beer is if I add a bit of lime and
lemonade to take the edge off- enough lime and lemonade so my beer ends up tasting like creaming
soda. When I go to a pub with my friends, they’ll all order beer and I’ll usually order a glass of Coke.
And I’m not ashamed of that, I’m not embarrassed by that – I’ll bring my glass of Coke back to the
table and sit down with my friends. And I’ll tell them it’s Guinness.
I don’t deserve to celebrate Australia Day tomorrow: I can’t even light a barbeque. I know, I
know, that’s supposed to be an instinctive Australian skill – like being able to eat a Chiko Roll, or
opening a twist-top with your eye-socket. I’ve seen little Aussie newborn babies suckling from their
mother’s breast, with one hand reaching towards the Weber, and the other hand holding a lit match.
But I haven’t got that instinctive barbeque-lighting thing: I load the barbeque up with wood and
kindling and newspaper, then I try lighting it, but it goes out, I try again, it goes out – a friend comes
along and says ‘Hey what are you doing?’ and I say ‘I’m trying to light the barbeque’ and he says ‘It’s
gas, just turn the bloody knob.’
I don’t deserve to celebrate Australia Day tomorrow; I’ll tell you why – because I’ve never
watched Hey Hey It’s Saturday. I’VE NEVER WATCHED A SINGLE EPISODE. And I’ve never watched
an episode of Neighbours either, or Home and Away – not even Blue Heelers. In fact, I have a deep,
dark, shameful secret and I’m going to reveal it right now... for many years... I used to pronounce Lisa
McCune ... Lisa McClune. Yes, that’s the sad, shocking truth and it’s a torment I have to live with for
the rest of my days.
And I don’t like watching cricket. Proper patriotic Australians love watching cricket; they
love sitting in front of the TV for the best part of a day, yelling out
WAAAAAAAAARRNNNNEEEEEYYYYY every now and then for no particular reason at all. But not me:
I can’t get into the game – it’s too slow and the rules are too confusing. And I don’t understand any
game where you’ve got a bunch of elite, world-class sportsmen playing at the highest levels of
competition – and then right in the middle of the match, they all break for ‘tea’. This is not a sport –
it’s a Tupperware party. Every time I watch cricket, I keep expecting someone to come out with a
tray of scones and jam, and a bowl of whipped cream.
No, I don’t deserve to celebrate Australia Day tomorrow – because I think Greg Norman is
kind of creepy, and I’m allergic to the smell of eucalyptus, and I don’t know what a numbat is, and I
never wear thongs – and if I did wear thongs, I’d probably call them flip-flops. And I don’t know how
to make damper, and I can’t spell ‘Warnambull’, and I always leave the pickles on my McDonald’s
hamburger, and I reckon koalas are evil-looking. And I don’t usually use the word ‘reckon’. And I
have no idea what happened at the Eureka Stockade – did it have anything to do with Archimedes
discovering something?
And I’ve never driven a Holden, and I walked out of Strictly Ballroom before the first dance
number, and I couldn’t care less about gardening, and I’ve never been on a surfboard – except for
one time when I was thirteen and my best friend Matthew Spyer let me stand on his, but that was in
the living room of his house – and I ended up falling off and banging my head on the Jason recliner.
No, I really don’t deserve to celebrate Australia Day tomorrow. But I’ve decided to take the
day off anyway. So I guess that makes me Australian enough.
48
Articles: Discussion Questions
Danny Katz uses comedy and exaggeration to emphasize his view on the Australian identity,
outlining many stereotypes in the process.
1.
2.
3.
4.
5.
What is the point that the author is trying to convey?
What is he suggesting about the Australian identity?
Is the typical Australian identity a ‘multi-cultural’ one?
Why does the author feel that he does not ‘belong’? What defines his belonging?
Which other ‘typical’ Australian images and representations can you think of? Are
they a realistic representation of Australian society?
6. What is a ‘true’ Australian?
Sample Prompts for SAC
1. We cannot achieve a strong sense of identity unless we also have a strong sense of
belonging to something other than ourselves.
2. Sometimes our sense of identity is stifled by the groups to which we belong.
3. Live changes constantly. To survive, we need to change with it.
4. Sometimes we need to compromise to fit our own environments.
5. We need to examine ourselves closely in order to really understand who we are and who we
can become.
6. You don’t really know your identity until you lose a part of your identity.
7. Not belonging can come at a cost.
8. A strong sense of identity and belonging helps us to cope with the difficulty we face in life.
9. A strong sense of identity should enable us to embrace difference.
10. People who are more willing or open to change and adapt their identity will survive and
prosper better than those who don’t.
11. An individual is always shaped by the society they belong to.
12. We rarely see ourselves as others see us.
13. We conform to stereotypes far more than we think.
14. Sometimes it is hard to balance belonging to a group with keeping one’s individual identity.
15. The need to belong is a universal human need.
16. A person’s sense of identity and belonging are defined
17. Our sense of identity and where we belong is given to us from birth.
49
Song Lyrics: I Still Call Australia Home
The Last Kinection
They invaded, degraded and polluted our land
Stole all the children and raped our women
But no matter how long or how far I roam
I still call Australia home.
All the Kooris, they still call it home.
They don’t really wanna see every page in the book of our History
They gotta change their policy to understand us ‘cause they really don’t
What about that we own this land, maybe we’ve got a plan and they came and stuffed it up?
What about if some of us turned to drink, maybe you didn’t think that they came and stuffed it up.
I still call Australia home...
No, we didn’t walk off our land and
No, we don’t get money in the hand
No, we’re not a bunch of lazy drunks and
No, this is our land
You’ve got a problem? Then go and sort it out
Sitting back, talking crap with your work mates
You don’t know where I’m from, where I’ve been, what we’ve been through
The only thing you see is 2D in the media
If you don’t know then find out without peripheral vision
A decision that you're missing
Its a crap history but it’s still our story
Hate this place called home
The place we belong
I still call Australia Home
Don't sweep it under the rug
Just like everybody does
They wish we never was
Then they forget the fuss
But we never will
And they blame it on us.
Let me Abos go loose lou
Let me Abos go loose
They're of no further use
So let me Abos go loose
Tie me Kangaroo Down Sport
I still call Australia Home
No matter what we’ve been through
We still call Australia home
There has never been justice for the Stolen Land.
50
Freedom Writers
The movie Freedom Writers (2006) was directed by Richard Lagravenese, and stars Hilary Swank.
Fresh–faced, idealistic twenty three year old Erin Gruwell is ready to take on the world as she steps
inside Wilson High School for her first day of teaching. Her class, a diverse group of racially charged
teenagers from different walks of life – African Americans, Latinos, Asians, juvenile delinquents, gang
members, and underprivileged students from poor neighbourhoods – hope for nothing more than to
make it through the day.
On the surface, the only thing they share is their hatred for each other and the understanding that
they are simply being warehoused in the educational system until they are old enough to disappear.
With great difficulty, Erin eventually begins to connect with them. She brings in music from the
‘Hood, and literature from another kind of ghetto, The Diary of Anne Frank, and with these simple
tools she opens her students’ eyes to the experiences of those suffering intolerance throughout the
world and the struggles of those outside their own communities.
Knowing that every one of her students has a story to tell, Erin encourages them to keep a daily
journal of their thoughts and experiences. After sharing their stories with one another, the students
see their shared experience for the first time and open up to the idea that there are possibilities in
life outside of making it to the age of eighteen.
Based on a true story, “Freedom Writers” is an inspirational tale and testimony to courage, hope and
the human spirit’s triumph over intolerance. As the students’ diaries transform from schoolwork into
life preservers, Gruwell’s commitment to them grows and affects her in ways she did not imagine.
Text: Discussion Questions
1. List the different groups of people that are portrayed in the film and describe them.
2. How does the film challenge stereotypes?
3. Marcus explains that gang members get to die with "respect." Why is "respect" so
important? What is the defining factor of belonging to the ‘gang’?
4. How did the students’ experiences in the Jewish museum alter their perspectives on
their current plight?
5. What causes bullying? How is it represented in the film?
6. Choose three interesting, possibly contrasting examples of belonging / not belonging,
not all from the same category.
For each example, build up a set of notes in response to these questions:
a. Describe the person and the other person or group or society or place or the
world as depicted in the text.
51
b. Describe the connection between the person and the other person or group or
society or place or world in terms of belonging.
c. How does the person’s context influence his/her experience and sense of
belonging (or lack of it)?
d. How do the person’s experience and sense of belonging (or lack of it) affect
his/her feelings and self-esteem?
e. Do the experience and sense of belonging change through the course of the text?
If so, explain why and how.
Q6 Example –
The white boy in class, Ben, clearly does not belong. He is scared at having to be in the class
with all the other ethnic groups and gangs. Ben does not want to be a part of them and
clearly is not affiliated with any one gang or ethnic group. He is the only white student in
the class. At one stage Eva declares that she hates white people, and when Miss Gruwell
then asks Ben if he would like to respond to that, his only answer is ‘Can I get out of here?’
Over time, as the learning in Miss Gruwell’s class begins to overcome the clear boundaries
of each ethnic group, Ben begins to become an accepted member of the class and to clearly
belong with all of the students.
His world-view changes as he begins to understand the lives his fellow-students live, and he
stops being afraid of them and starts to identify himself as belonging to them. Initially
Ben’s only sense of belonging to the rest of the class was that he was ‘dumb’ enough to
belong in that class. Eventually he is an accepted part of the class and clearly belongs.
7. What techniques does the film-maker use to represent belonging in particular ways in
the text?
8. What ideas about belonging are presented in the text?
9. List all the different examples of belonging evident in the text
10. What do you think the film is saying about the connection between identity, belonging
and tolerance/prejudice?
52
Freedom Writers Quotes
Eva: In America, a girl can be crowned a princess for her beauty, and her grace. But an Aztec princess is chosen
for her blood. To fight for her people as Papi and his father fought, against those who say we are less than they
are, against those who say that we are not equal in beauty or blessings.
Erin Gruwell: But to get respect you have to give it.
Andre: Bullshit.
Erin Gruwell: What?
Andre: Why should I give you my respect to you? Because you're a teacher? I don't know you. How do I know
you're not a liar standing up there. How do I know you're not a bad person standing up there? I'm not just
gonna give you my respect because you're called a teacher.
Eva: White people wanting their respect like its for free
Erin: We're all of us up against something. So you better make up your mind, because until you have the balls
to look me straight in the eye and tell me this is all you deserve, I am not letting you fail. Even if that means
coming to your house every night until you finish the work. I see who you are. Do you understand me? I can
see you. And you are not failing.
Erin: You think you know all about gangs? You're amateurs. This gang will put you all to shame. And they
started out poor and angry and everybody looked down on them. Until one man decided to give them some
pride, an identity... and somebody to blame.
Eva: It's all about color, it's about people deciding what you deserve, about people wanting what they don't
deserve. About whites thinking they own this world no matter what, you see, I hate white people.
Erin Gruwell: You hate me? You don't even know me.
Eva: I know what you can do. I saw white cops shoot my friend in the back for reaching into his pocket, his
pocket! I saw white cops come into my house and take my father away for no REASON except they feel like it!
Except because they can! And they can, because they're white. So I HATE white people on sight!
Andre: Justice doesn't mean the bad guy goes to jail, it just means that someone pays for the crime.
Gloria: If you look in my eyes, you'll see a lonely girl. If you like at my smile, you'll see nothing wrong. If you
pull up my shirt, you'll see the bruises. What did I do to make him so mad?
Andre: My brother taught me what the life is for a young black man. Pimp, deal, whatever. Learn what colors
to wear. Gang banners. You can sell to one corner, but you can't sell another. Learn to be quiet. The wrong
word can get you popped.
Eva: I don't even know how this war started. It's just two sides that tripped each other way back. Who cares
about the history behind it? I am my father's daughter, and when they call me to testify, I will protect my own,
no matter what.
Brandy: In every war, there is an enemy. I watched my mother being half-beaten to death, and watched as
blood and tears streamed down her face. I felt useless and scared, and furious at the same time. I can still feel
the sting of the belt on my back and my legs. One time he couldn't pay the rent. That night he stopped us on
the street and pointed to the concrete. He said, "pick a spot."
Sindy: During the war in Cambodia, the camps stripped away my father's dignity. He sometimes tries to hurt
me and my mom. I feel like I have to protect my family.
53
Miep Gies: You are the heroes. You are heroes every day.
Miep Gies: But even an ordinary secretary or a housewife or a teenager can, within their own small ways, turn
on a small light in a dark room.
Extracts from the real Freedom Writers’ Diary
One of the vindications of Gruwell’s enlightened educational approach lies in the writings of her students,
compiled in the book, The Freedom Writers Diary, which so moved the film’s creators. Each entry stands on its
own, as the following sampling demonstrates:
Diary 85 quotes from a pastor in Nazi Germany who famously “summarized the outcome of what happens
when no one takes a stand. ‘They came for the trade unions, but I was not a trade unionist, so I didn’t respond.
Then they came for the Socialists, but I was not a Socialist, so I didn’t respond. Then they came for the Jews
and since I was not a Jew, I didn’t respond. Then they came for me and there was no one left to speak out for
me.’ Next to this quote was a picture of the concentration camp. I looked at that picture for a while repeating
the words in my head. The more I thought about it, the more I cried.”
Diary 78
“An innocent young man is now a criminal mind,
Having nightmares of murders every single time.
But this time you’ll think this fool should see the light,
but he’s jumped in a gang and they nickname him ‘Snipe,’...
“He goes to Wilson High with a messed-up trail
and meets a guardian angel named Erin Gruwell.
He learns about the Holocaust, Anne Frank and the Jews.
Now the time comes that he should choose....
“But people say it’s hard to see.
This life of emotions is all about me.
All this is true, because I’m not a liar
Just a brokenhearted male with a label—Freedom Writer!”
Diary 43 “ ‘If you could live an eternity and not change a thing or exist for the blink of an eye and alter
everything, what would you choose?’ This was one of Ms. G’s questions after we read this poem. [Moment by
Vincent Guilliano, 1991]
“ ‘Yet gathering for one fatal moment / The power to blow the top clean off the world / Oh to last the blink of
an eye and leave nothing / But nothing unmoved behind you.’
“We all thought that Ms. Gruwell’s lesson was really powerful and all, but us? Lightning and thunder? Not
likely. The below-average sure-to-drop-out kids? Please, ever since I can remember, we’ve been put down and
stepped on, and now all of a sudden we have the potential to change the world?...
“But it wasn’t until Miep’s visit that it finally made sense [The Freedom Writers raised money to bring Miep
Gies to Wilson]. I remember talking about how much we admired her for risking everything to take care of
Anne and her family. She said that she had only done it because it was the ‘right thing to do.’
“Someone stood up and said that Miep was their hero.
54
“ ‘No, you’re the real heroes,’ she answered. There she was, one of the most heroic women of all time, telling
us that we were heroes.
“ ‘Do not let Anne’s death be in vain,’ Miep said, using her words to bring it all together. Miep wanted us to
keep Anne’s message alive, it was up to us to remember it.... That’s when it all became clear. Anne’s message
of tolerance was to become our message.
“At that moment, I became like the fire, and like the lightning and like thunder.”
Excerpts from Anne Frank’s Diary
WEDNESDAY, 8 JULY 1942
Dearest Kitty,
...Miep and Jan Gies came at eleven. Miep, who's worked for Father's company since 1933, has
become a close friend, and so has her husband Jan. Once again, shoes, stockings, books and
underwear disappeared into Miep's bag and Jan's deep pockets. At eleven-thirty they too
disappeared.
I was exhausted, and even though I knew it'd be my last night in my own bed, I fell asleep right away
and didn't wake up until Mother called me at five-thirty the next morning. Fortunately, it wasn't as
hot as Sunday; a warm rain fell throughout the day. The four of us were wrapped in so many layers
of clothes it looked as if we were going off to spend the night in a refrigerator, and all that just so we
could take more clothes with us. No Jew in our situation would dare leave the house with a suitcase
full of clothes. I was wearing two vests, three pairs of pants, a dress, and over that a skirt, a jacket, a
raincoat, two pairs of stockings, heavy shoes, a cap, a scarf and lots more. I was suffocating even
before we left the house, but no one bothered to ask me how I felt.
Margot stuffed her satchel with schoolbooks, went to get her bicycle and, with Miep leading the
way, rode off into the great unknown. At any rate, that's how I thought of it, since I still didn't know
where our hiding place was.
At seven-thirty we too closed the door behind us; Moortje, my cat, was the only living creature I said
good-bye to. According to a note we left for Mr. Goldschmidt, she was to be taken to the
neighbours, who would give her a good home.
The stripped beds, the breakfast things on the table, the pound of meat for the cat in the kitchen all of these created the impression that we'd left in a hurry. But we weren't interested in
impressions. We just wanted to get out of there, to get away and reach our destination in safety.
Nothing else mattered.
More tomorrow.
FRIDAY, 9 OCTOBER I942
Dearest Kitty,
Today I have nothing but dismal and depressing news to report. Our many Jewish friends and
acquaintances are being taken away in droves. The Gestapo is treating them very roughly and
55
transporting them in cattle-trucks to Westerbork, the big camp in Drenthe to which they're sending
all the Jews. Miep told us about someone who'd managed to escape from there. It must be terrible
in Westerbork. There's only one lavatory and sink for several thousand people. Men and women
sleep in the same room, and women and children often have their heads shaved. Escape is almost
impossible; many people look Jewish, and they're branded by their shorn heads.
If it's that bad in Holland, what must it be like in those faraway and uncivilized places where the
Germans are sending them? We assume that most of them are being murdered. The English radio
says they're being gassed. Perhaps that's the quickest way to die.
Miep's accounts of these horrors are so heartrending, and Miep is also very distraught. The other
day, for instance, the Gestapo deposited an elderly, crippled Jewish woman on Miep's doorstep
while they set off to find a car. The old woman was terrified of the glaring searchlights and the guns
firing at the English planes overhead. Yet Miep didn't dare let her in. Nobody would. The Germans
are generous enough when it comes to punishment.
Bep is also very subdued. Her boyfriend is being sent to Germany. Every time the planes fly over,
she's afraid they're going to drop their entire bomb load on Bertus's head. Jokes like 'Oh, don't
worry, they can't all fall on him' or 'One bomb is all it takes' are hardly appropriate in this situation.
Bertus is not the only one being forced to work in Germany. Trainloads of young men depart daily.
Some of them try to sneak off the train when it stops at a small station, but only a few manage to
escape unnoticed and find a place to hide.
But that's not the end of my lamentations. Have you ever heard the term 'hostages'? That's the
latest punishment for saboteurs. It's the most horrible thing you can imagine. Leading citizens —
innocent people — are taken prisoner to await their execution. If the Gestapo can't find the
saboteur, they simply grab five hostages and line them up against the wall. You read the
announcements of their death in the paper, where they're referred to as 'fatal accidents'.
Fine specimens of humanity, those Germans, and to think I'm actually one of them! No, that's not
true, Hitler took away our nationality long ago. And besides, there are no greater enemies on earth
than the Germans and the Jews.
WEDNESDAY, 13 JANUARY 1943
Dearest Kitty,
This morning I was constantly interrupted, and as a result I haven't been able to finish a single thing
I've begun.
Terrible things are happening outside. At any time of night and day, poor helpless people are being
dragged out of their homes. They're allowed to take only a rucksack and a little cash with them, and
even then, they're robbed of these possessions on the way. Families are torn apart; men, women
and children are separated. Children come home from school to find that their parents have
disappeared. Women return from shopping to find their houses sealed, their families gone. The
Christians in Holland are also living in fear because their sons are being sent to Germany. Everyone is
scared. Every night hundreds of planes pass over Holland on their way to German cities, to sow their
bombs on German soil. Every hour hundreds, or maybe even thousands, of people are being killed in
Russia and Africa. No one can keep out of the conflict, the entire world is at war, and even though
the Allies are doing better, the end is nowhere in sight.
56
As for us, we're quite fortunate. Luckier than millions of people. It's quiet and safe here, and we're
using our money to buy food. We're so selfish that we talk about 'after the war' and look forward to
new clothes and shoes, when actually we should be saving every penny to help others when the war
is over, to salvage whatever we can.
The children in this neighbourhood run around in thin shirts and wooden clogs. They have no coats,
no socks, no caps and no one to help them. Gnawing on a carrot to still their hunger pangs, they
walk from their cold houses through cold streets to an even colder classroom. Things have got so
bad in Holland that hordes of children stop passers-by in the streets to beg for a piece of bread. I
could spend hours telling you about the suffering the war has brought, but I'd only make myself
more miserable. All we can do is wait, as calmly as possible, for it to end. Jews and Christians alike
are waiting, the whole world is waiting, and many are waiting for death.
Yours, Anne
On August 4, the Green Police came at the Annexe and arrested the people hiding there. Kugler and Kleiman
were taken to Dutch concentration camps. The Gestapo smashed down the Annexe. Among old books,
magazines and newspapers strewn everywhere, Miep and Bep found Anne’s diary. It was published fully, except
several pages. Anne’s father was the only one, among the people hiding in the Annexe, who survived. Having
suffered a lot in Dutch concentration camps, Kugler and Kleiman returned home.
Anne died in March 1945 in Bergen-Belsen concentration camp two months before the liberation of Holland.
Songs from the Freedom Writers
Soundtrack
Keep Ya Head Up – Tupac
Some say the blacker the berry, the sweeter the juice
I say the darker the flesh then the deeper the roots
I give a holler to my sisters on welfare
Tupac cares, if don't nobody else care
And uhh, I know they like to beat ya down a lot
When you come around the block brothas clown a lot
But please don't cry, dry your eyes, never let up
Forgive but don't forget, girl keep your head up
And when he tells you you ain't nuttin don't believe him
And if he can't learn to love you you should leave him
Cause sista you don't need him
And I ain't tryin to gas ya up, I just call em how I see em
You know it makes me unhappy (what's that)
When brothas make babies, and leave a young mother to be a pappy
And since we all came from a woman
Got our name from a woman and our game from a woman
I wonder why we take from our women
Why we rape our women, do we hate our women?
I think it's time to kill for our women
Time to heal our women, be real to our women
And if we don't we'll have a race of babies
That will hate the ladies, that make the babies
57
And since a man can't make one
He has no right to tell a woman when and where to create one
So will the real men get up
I know you're fed up ladies, but keep your head up
[Chorus]
Keep ya head up, oooo child things are gonna get easier
ooooo child things'll
get brighter [2x]
Papa'z Song – by Tupac
Daddy's Home...
Had to play catch by myself
what a sorry sight
A pitiful plight
so I pray for a starry night
Please send me a pops before puberty
the things I would do to see a piece of family unity
Mom’s always work, I barely see her
I'm startin’ to get worried without a pops I'll grow to be her
It's a wonder they don't understand kids today
so when I pray, I pray I'll never grow to be that way
And I hope that he answers me
I heard, god don’t like ugly, well
take a look at my family
a different father every weekend
before we get to meet him they breakup before the weekends
I'm gettin sick of all the friendships
As soon as we kick it he slipped and then [uhh] **** ends quick
How can I be a man if there's no role model
Strivin to save my soul I stay cold drinkin a forty bottle
I'm so sorry...
(Chorus)
I'm so sorry
for all this time
for all this time
for all this time
Moms had to entertain many men
didn't wanna do it but it's time to pay the rent again
I'm gettin a bit older and I'm startin to be a bother
moms can't stand me cause I'm lookin like my father
Shall I stay or run away
tell me tha answer
moms ignores me and avoids me like cancer
Grow up rough and it's hard to understand stuff
moms was tough cause it's poppa wasn't man enough
couldn't stand up to his own responsibilities
instead of takin care of me
58
he'd rather live lavishly
That's why I'll never be a father
unless you got the time
it's a crime
don't even bother
That's when I started hatin the phony smiles
said I was an only child
[look at mama's lonely smile]
It's hard for a son to see his mother cry
She only loves you, but has to **** with these other guys
I'm so sorry
for all this time
for all this time
for all this time
I have a Dream – Common (ft. Will.i.am & Martin Luther King Jr)
Chorus - Will.i.am and Martin Luther King]
(I am happy...I Have a Dream) I got a Dream
(That One Day ) Were gonna work it out out out
(That One Day ) Were gonna work it out out out
(That One Day ) Were gonna work it out
(I Have a Dream) I got a Dream
(That One Day ) Were gonna work it out out out
(That One Day ) Were gonna work it out out out
(That One Day ) Were gonna work it out
(I Have a Dream) I got a Dream
(That One Day) That one day
(That One Day) I'ma look deep within myself
(I Have a Dream) I gotta find a way...
My Dream Is To Be Free
My Dream Is To Be
My Dream Is To Be
My Dream Is To Be Free
[Verse 1]
In search of brighter days, I ride through the maze of the madness,
Struggle is my address, where pain and crack lives,
Gunshots comin' from sounds of Blackness,
Given this game with no time to practice,
Born on the Black list, told I'm below average,
A life with no cabbage,
That's no money if you from where I'm from,
Funny, I just want some of your sun
Dark clouds seem to follow me,
Alcohol that my pops swallowed bottled me,
No apology, I walk with a boulder on my shoulder,
It's a Cold War - I'm a colder soldier,
Hold the same fight that made Martin Luther the King,
I ain't usin' it for the right thing,
In between Lean and the fiens, hustle and the schemes,
59
I put together pieces of a Dream
I still have one
[Chorus]
[Verse 2]
The world's seen me lookin' in the mirror,
Images of me, gettin' much clearer,
Dear Self, I wrote a letter just to better my soul,
If I don't express it then forever I'll hold, inside
I'm from a side where we out of control,
Rap music in the 'hood played a fatherly role,
My story's like yours, yo it gotta be told,
Tryna make it from a gangsta to a godlier role,
Read scrolls and stow slaves,
And Jewish people in cold cage,
Hate has no color or age, flip the page,
Now my rage became freedom,
Writin' dreams in the dark, they far but I can see 'em,
I believe in Heaven more than Hell,
Blessings more than jail,
In the ghetto let love prevail,
With a story to tell, my eyes see the glory and well,
The world waitin' for me to yell "I Have a Dream"
[Chorus]
60
Expository Writing
Expository Writing: Is writing that focus on ‘exposing’ an idea. They vary from opinion
pieces in that they often take into account different viewpoints and evaluate them. They can take
the form of:
•
Essays
•
Personal reflections
•
News articles
•
Feature articles
•
Interviews (hybrid form)
How to plan an expository essay
Consider the prompt and take notes on the following ideas:
What are the main ideas the prompt is suggesting you should consider?
- consider the key words and other terms you could use.
Do you think the prompt is accurate or not? Do you:
- completely agree?
- mostly agree?
- partially agree?
- completely disagree?
What ideas does the film Freedom Writers suggest about the prompt?
- add the word “because” to the end of the prompt and come up with at least three different
reasons. e.g. It is difficult to find a sense of belonging because...
- Consider why the prompt is or isn’t true.
- Consider how the film shows this.
What ideas about the prompt can you gather from your own experience, current events or history?
- consider historical events. e.g. History has shown us that discrimination and intolerance have
been existent for a long time
- consider current issues.
- consider personal experiences. e.g. I have seen in my lifetime how quickly people try to judge
others on outward appearance.
61
Structuring an expository essay
INTRODUCTION:
The introduction should explain the purpose of your writing and the main ideas or focus of your
essay.
Consider beginning with one or two of the following techniques:
-
ask questions that are relevant to the prompt that you will address (3 maximum).
-
e.g. “Why is identity so hard to find?” Why do people struggle to accept those who are
different?”
use a famous quote and reflect upon it
tell an anecdote ( a story about a character, an individual or yourself) that is relevant.
describe a scene (like a photo or a film setting)
create a hypothetical situation (imagine if...)
Then state the contention or main focus of the essay.
BODY: 3 paragraphs
Come up with three different points that relate to the prompt. These could:
- consider the causes and consequences
- explain why or how the prompt is true or false (don’t just show that it’s true).
- Discuss how the prompt is relevant in different texts or situations
USE TEEL:
Topic Sentence: state your point
Evidence: ideas from the text, personal experiences, a broader example from current events,
history, other texts. You could compare the film with another example.
Explanation: How does the evidence support your point? Why does it show this?
Link: a concluding sentence that relates back to the topic sentence.
CONCLUSION
Restate the purpose and point of your essay. Sum up your main points
Use one of the following strategies:
End with a challenge or suggestion.
Ask an open-ended question or refer back to the questions you began with.
Finish with a quote.
- If you used a quote or anecdote in the introduction, refer back to this in your conclusion to
show its relevance to the ideas you have explored.
62
Weekly Homework Tasks
Imaginative/Creative
Short Story
Possible Writing
*One main character. Begins quickly.
Action takes place usually in one
main setting.
*short stories usually have one
theme. Use a theme which relates to
the context.
*Theme is developed through
characters, plot and imagery.
*The problem is resolved at the end.
*Some dialogue.
*First or third person.
*Descriptive/vivid language.
Write an imagined short story about a family
experiencing difficulties settling in Australia.
Explore conflicts between the young and old,
parents and their children, as they seek a sense of
self and their place in the new world. Explore
issues related to identity crises or being caught
between two cultures.
Write a dialogue between a parent and a teenager
who are arguing about the teenager’s dress. Have
the teenager contend that their clothes are how
they represent who they are.
Write a letter to a friend outlining the difficulty of
belonging to a family while trying to keep your
individual identity.
Script
Letter
*First person.
*Personal and conversational tone.
*Start with date and greeting and
sign at the end.
Essay
*Use persuasive language
*Introduction, body, conclusion
*Formal language
*Do not write in first person.
Letter to the
Editor
*Use persuasive language.
*Can write in first person.
*Body paragraphs with topic
sentences.
Expository
*Begin with orientation
*Include a logical sequence of events
*May finish with personal
commentary and a summary of
events.
*Begin with a definition
*You may include headings and
subheadings
*You may use tables etc. to support
written text.
*First person perspective
*Written in past tense.
*Uncovers the journey of selfknowledge and realisation.
Persuasive
Newspaper
article
Report
Autobiography
63
*Write a persuasive essay about the consequences
of conforming to certain social values. E.g.
Materialism, consumerism, sexism, racism. Is it
true that people are too hollow and lack empathy
for others? What are the consequences of a lack of
self reflection and what must we do to live more
authentically?
*Write a letter to the editor expressing your views
about how the media influences individual identity.
*Write a feature article that explores how identity
is a significant issue for teenagers. Discuss how the
media, celebrities and peers can influence the
identity of teenagers.
*Write a report on how modern life and our strong
desire to belong can ruin our chances of being
individuals. Show your understanding of this topic
and how it relates to the text and the world today.
Write an autobiography which suggests that it is
not until we step outside our comfort zone that we
are forced to confront who we are.
The Written Explanation
You are required to produce a written explanation in which you discuss and analyse the
choices you’ve made in your writing.
The explanation should be written after you’ve written your response.
You need to explain how you have drawn on the selected text (Secret River/Crucible).
You need to reflect your understanding of the context and concisely explain what you want
to convey to the audience, and how you are responding to the prompt.
You need to use metalanguage to explain the decisions you’ve made about the specific
structures and features.
You need to explain the choices you have made in regards to the following components and
their relationships with each other:
FLAP+PC
Form- What form have you chosen and why?
Language- Explain the language choices you have made. Why have you chosen to
use it? How does it suit the form? Explain specific choices you have made in your
writing. E.g. Why did you use a specific metaphor? Make sure you use
metalanguage e.g. tone, style, narrative voice, structure etc
Audience – who are you directing your piece towards? Has this affected your
language choices?
Purpose – why are you writing? What effect do you want to have on your reader?
Prompt – which prompt have you chosen and how does your piece explore this
prompt? What is your response to the prompt?
Context –how does your piece link to the context specifically? How have you linked
to the text and explored the prompt in this way?
64
Written explanation- an example
Prompt: “Heartaches and confusion can be caused by people who are trusted and
loved”
My diary entries show that heartaches and confusion can be caused by people who are
trusted and loved even within your own family. The book The Curious Incident of the Dog in
the Night-time shows evidence of a family that has betrayed one another. Christopher
Boone is the main character and Ed Boone, his father killed Wellington, the dog and also lied
to Christopher about his mother’s death.
I have used three characters from The Curious Incident of the Dog in the Night-time as the
writers of the entries. They are: Christopher Boone (main character), Ed Boone
(Christopher’s Father) and Judy Boone (Christopher’s Mother). I have chosen to write diary
entries because they give various first-person perspectives on the same issue. Each entry is
written as that particular persona and imitates the language and style used by that
character. For example, Christopher tends to start his sentences with conjunctions such as
“and” or “but” and often writes in short sentences such as “And I didn’t scream. And I didn’t
fight. And I didn’t hit him”. (p. 144) Ed Boone uses colloquial language, including slang words
and expressions and is down-to-earth in his speech. For example, “I’ll make a bit of racket,
I’m afraid ... No problem, kiddo.” (pp 120-121) Judy Boone frequently makes spelling errors
such as: “maniger” and “realy” and her sentences tend to be a lot longer and unstructured.
Society has labelled “family” as always loving and caring for each other but I wanted to
show the audience that even if you think you can trust your family they can always end up
betraying you, and most families out there in today’s society are like this. The evidence
shows that even the people who you trust and love can betray you and cause you pain. The
diary entries are written for young adults who can relate to being in complex families.
65
Outcome 2 Unit 1 Context Written SACFreedom Writers
SAC Conditions and Criteria
In this task, you must create your own written texts, choosing either of the ideas outlined below as a
prompt for your work. You may choose to adopt a persona in response to the prompts. You must
also write a written explanation which clearly expresses the audience, purpose and context of your
work. (FLAP + PC). You will be given the SAC prompts in advance and will be permitted to bring in a
handwritten one-sided sheet of notes in dot points.






You will have 2 double periods to create your piece.
Please arrive promptly to class, ready to begin on time.
You may bring in your dictionary.
You must writing in one of the following styles: imaginative, persuasive or expository.
Your piece must be around 500 words in length
You must give a written reflection using the proforma provided (not included in word count)
Assessment Criteria: Total of 25 marks





Understanding and exploration of ideas and /or arguments relevant to the prompt and the
Context (5 marks).
Use of detail and ideas drawn from the selected text as appropriate to the task (5 marks).
Development of ideas in the creation of your own text/s and control of form considering
purpose, audience and language (6 marks)
Expressiveness, fluency and coherence of writing (6 marks)
A written explanation of personal choices, with use of appropriate metalanguage (3 marks).
66
SAMPLE CONTEXT PIECE- VCAA
Context: Exploring issues of identity and belonging
Text: Witness
Prompt: “A person’s experience of identity has two elements: a sense of belonging
and a sense of being separate.”
Form: Newspaper article
Shared humanity across the divide
This is the second instalment of our series of
articles by members of cultural minorities within
our community. Today Nathaniel Wotherspoon, a
man who has lived with the Pennsylvania Amish all
his life, explores some of the ways that people
come to know what is in their heart of hearts.
old-fashioned technology that we cling to, our
‘quaint pacifism’ – and have no respect for, or
perhaps no inkling of, our human feelings.
For all of us, whether we are Amish or anything
else, much of our identity, our sense of who we
are in our own and other people’s eyes, is
dependent on the groups to which we belong and
those from which we are excluded. However, each
of us also has a sense of ourself as an individual or
separate being, one with an inner core, a heart of
hearts so private that it is impossible for others to
ever really know it for sure. Discovering and
crystallising this innately personal identity is a
formative process and one that can occupy much
of adolescence and early adulthood. A difficult
time for teenagers and their families, adolescence
is when we emerge from the formative influence
of our family to establish ourselves as independent
people. Teenage growth pains reflect the need to
experiment with different identities. Such
experimentation is often acted out through
allegiances to different groups, and it enables
teenagers to explore who they are and what is
important to them as individuals. We all need to
weigh up whether the values of a certain group are
aligned with our own values, as we know them to
be, in our heart of hearts.
People who live within the Amish community in
Pennsylvania do not escape this process. After all,
if we never have a sense of the need to weigh up
whether or not what a group offers us is worth
what it demands from us, whether it is in synch
with what we know in our heart of hearts to be
our most cherished values and beliefs, aspirations
and dreams, then we are living an unexamined life.
Ever seen a bully taunt a pacifist? Ever seen
someone big-noting himself in front of his friends
by humiliating someone they know won’t fight
back? I have lived with the Pennsylvania Amish
people all my life, and I want to tell you about
Daniel.
Daniel was a bully’s victim. Daniel is a big, athletic,
good-looking fellow who could easily hold his own
in any fair contest of physical strength. He could
swat a braying idiot and rid himself of the irritation
in a moment. But Daniel, when confronted one
day by just such a braying idiot, sat there
smouldering, letting the fellow taunt him and dot
his face with ice-cream.
Daniel allowed this to happen because he is Amish
– committed, unwavering and completely secure
in his sense of himself and his beliefs. Part of him –
his baser self – cried out to respond physically,
brutally. But Daniel maintained his integrity and
turned the other cheek. It helped that we were
there too, watching and vicariously experiencing
his mortification. He knew that we would
celebrate his restraint later when we had returned
to the farm, just as we would mourn any failure of
his to uphold our teachings.
Human beings are innately social. They want to
belong to communities and have allegiances to
groups. They develop group identity by
distinguishing their group as separate from others.
Many tourists visit the Pennsylvania town where
Daniel’s incident occurred, to peer at we Amish, to
Sometimes it is possible to abdicate from one’s
group and, as an individual, cease to follow the
cultural practices with which the group is
associated, casting off anything that identifies you
as part of the group, changing your name and
appearance as well as your ways of living.
Individuals who are members of strongly-focused
groups such as the Amish, do face dilemmas if they
decide to opt out of the group like this. In opting
treat us as though we are exhibits, to invade our
privacy, insult us and sometimes to assault us.
They are mesmerised by our ‘otherness’ – our
‘strange’ costumes, our ‘different’ language, the
67
out, they suffer a brutal change in their identity,
even if they try to deny that.
from expressing aspects of your identity that you
desperately want to nurture, then you have
decisions to make about your identity and your
deepest values and desires, to examine your heart
of hearts.
Many people try to blend into the amorphous
mainstream, reckoning that the likelihood of them
‘being themselves’ is greater if they do not identify
with minority or marginal social groups. Many
people do this as a way of avoiding prejudice,
because groups such as the Amish do tend to
attract prejudice – I know quite a lot about that! I
doubt that blending into the mainstream is the
way to fulfilment though; the people I have known
who opt out of a strongly-focused group such as
ours seem to suffer a great deal.
Daniel has been through it. He had questioned his
religious beliefs. He rejected his family’s teachings
and way of life. He left the community in
Pennsylvania, swapped his plain clothes for more
fashionable garments and completed a degree in
Engineering at a University in Canada. But he
returned to us of his own free will after a long
period examining his heart of hearts. He found
that he could not accept the brashness and
commercialism, the greed and competitiveness of
modern Western society. In the city he felt
assaulted by the headlong pace. He was alienated
by the rudeness of the people, their selfabsorption, and the violence that always seemed
to threaten. When he came back he knew who he
was and what his values were and he was able to
live honourably and happily, achieving a great
sense of fulfilment.
Sometimes situations unexpectedly arise that
make even confident and secure people question
their sense of themselves, who they are and what
they stand for. These situations can cause a crisis
of conscience, when a person has to weigh up the
cost of honouring values and commitments or
behaving in ways that contradict those things.
Being dotted with ice-cream mightn’t do it, but if
the fact of belonging to one group precludes you
Written explanation
I have written this piece as a newspaper article. I have tried to shape my text to show that a person’s experience of
identity has two elements: a sense of belonging and a sense of being separate. I adopt the persona of an Amish man
who is writing the article as part of a series published by the newspaper which wants to promote harmony within a
pluralist community by showing commonalities of human experience across the different groups.
I have begun the article with an anecdote drawn from Witness, as though I were a participant in this scene. I have
written this in a direct and conversational way, beginning with questions to draw the reader in. I come back to a
consideration of Daniel’s case at the end of the article which I hope gives the writing some shape and a feeling of
craftedness.
Much of the article is made up of an exploration of the components of my idea that people experience identity as
both a sense of belonging and a sense of being separate. I have tried to explore the notion of separateness through
identifying the existence of one’s ‘heart of hearts’, a commonly understood idiomatic expression. My argument is that
if the person’s heart of hearts is compatible with membership of a group, then that is the way to a life lived with
integrity and the possibility of fulfilment. I think these ideas are at the centre of the Context and I wanted to try to
explore them in this writing.
I am aware that there are ideas mentioned that are not explored very deeply, ideas linked to Witness such as:
falsifying one’s identity, and the idea of a crisis of conscience affecting people who have integrity and self-awareness.
This is an obvious reference to the situation faced by Rachel and Book but I wanted to avoid discussing the most
obvious element in the film, so I tried to make the anecdote about Daniel the centrepiece of the article.
The writing is not always conventional (‘Ever seen a bully taunt a pacifist?’). It tries to be engaging and direct and I try
to give a sense of an individual voice speaking directly to the reader. I have copied some of the language features of
‘journalese’, such as repetition using tricolons, and sentences that do not always follow the rules of standard written
English. I have also used formal English because this is more suited to conveying some of the complexities of my
argument – that people might experience fulfilment from belonging to a clearly differentiated group.
68
Identity and Belonging- Sample Creative response
“Some people find it difficult to accept those who are different”
Dear diary,
Day one of my new school. I discovered lots of new things today: new teachers, new students, new
buildings, new structures, but the biggest thing I discovered was that those out the social norm here are
rarely accepted or welcomed by this new society.
I immediately didn’t fit in. When the principal took me to my first class and attempted to pronounce my
name to everyone, a pin drop could have been heard. All eyes upon me, I made my way to my half rotten
desk and squeaky chair, where I stayed for the rest of the class in solitary.
When recess came around, I sat in the freezing weather, missing home, missing mother, and loathing my
disfigured face. All of a sudden, I felt a hard object hit me squarely in the back of the head, followed by
shrieks of laughter. My eyes watered as I saw the apple. I stood up and began to walk around. White. That
was all I could see. The white walls of the school, the white clouds, the white students and the whites of
their eyes all glaring at me. Whilst walking around, I also witnessed a pack of large, bulky boys viciously
kicking a small, skinny boy continuously. I shouldn’t last a day here. Who am I to all these people? I’ll tell
you: lunch money.
The bell sounded and I made my way back to my locker. I noticed that along with the stench of urine, my
locker was now titled “Back off- we’re full”. I held back tears as I grabbed my books.
I arrived to my next class ten minutes late as I couldn’t find the classroom in this foreign jungle. I knocked
and entered. The maths teacher let out a short squeak as her eyes crossed my wound. She was short and
stumpy with brown hair. “What do you think you’re doing?
“I’m sorry for being late.” I shakily replied with a slow shrug. My accent gave me away and the fat woman
continued to chastise me. “How dare you interrupt my class , go to the Principal’s office you rude thing.”
Part of me thought that I could have gotten away with my shrapnel wound, but my Middle Eastern accent
was just too much for this new country. Shaking, (either with fear or cold), I made my way to the Principal’s
office and sat outside. I sat there alone, thinking how horrible these people were. Then I thought of my
poor father overcome with grief and hatred, working at inhuman hours of the night. He only wanted to
keep me sage. So we ran from Al Qaeda. We ran form the traitors who turned us in. And now people are
running from me, the freak.
As I waited for the Principal, I received many stares and racial slurs, nut even more ignorance. It was like I
wasn’t even there. I felt like a bird that had strayed too far from the flock and was no longer allowed to
enter again: completely shunned. I was an unwanted wart, a piece of bone in your fish. It was a miracle I
survived that explosion, or so I was told, but sometimes I wonder why God let me live. The bell for
lunchtime went so I left the Principal’s door and went back to my locker with a million eyes on my back.
At lunch time, I made my way to the basketball courts with the sound of a ball bouncing off the ground
ringing in my ears. I saw a group of boys about my age and asked, “Do you mind if I join in?”
69
The reply- “Piss off mate, go and hang with your own mob” pointing to a small group of people sitting
under a tree. Not surprised, I simply answered, “What did I ever do to you? You people don’t even know
me”. Once again I was told to leave and I did so with a lump in my throat and grief hovering by my side.
Once again, I felt like the odd one out, alone and just plain different. We had nowhere to go, nowhere to
call home. Nowhere to belong. All I had was my memories of my family all together and happy at my
birthday. That changed of a short while however, as I met with that small group of three sitting under the
tree, with the same skin as mine, darker than pine. And we talked. We talked about this place, this horrible
place and how it didn’t let you in unless you had white skin.
All through the rest of the day, I sat by myself and did my foreign work with silent ease. I was very smart,
but nobody would know because the teachers wouldn’t give me a chance. Belonging nowhere, like a
criminal of sixty years and let out of jail with no direction in what is left in life. I guess humans just don’t
accept outsiders; maybe it’s too frightening, just too…difficult.
Written Explanation:
FORM: The form I have chosen is a diary entry written by an imaginary character. The piece is classified as a
creative piece as the characters and scenarios are invented by myself. I find it easy to write this way and
express my thoughts.
PURPOSE: the purpose of my writing is to reflect on the imaginary day of my character and also to show
people that underneath skin colour or a scar there is a beautiful human being who yearns for acceptance,
and how difficult that can be to achieve when you are “different”.
AUDIENCE: My intended audience is people affected by racial discrimination or perhaps to those who
discriminate without meaning to do so. I hope to raise awareness of the effects that exclusion can have on
one’s self esteem.
LANGUAGE: I used the contrast of intelligent and sophisticated language for my protagonist compared to
the slang used by the rest of the school to show that it doesn’t matter if you’re smart or not if you are
‘different’ because nobody cares. The language suits the purpose and prompt as it shows another layer of
difference that people have to look through to accept.
PROMPT, TEXT AND CONTEXT- I used the prompt by manipulating it to say that people usually don’t belong
in a certain place because of the people that surround or influence them. From the text ‘Curious Incident of
the Dog in the Night-time’, I made the link of having a ‘dead’ mother, being discriminated because of a
disability or disfigurement, moving places, having a single father, being judged, not being able to fit in,
betrayal from friends/family, loss of trust, inclusion/exclusion and life changes.
70
VCE Unit 2 English
Resource Handbook 2012
In this booklet you will find resources for:
AREA OF STUDY ONE: READING AND RESPONDING – MACBETH
AREA OF STUDY THREE: USING LANGUAGE TO PERSUADE
AREA OF STUDY TWO: CREATING AND PRESENTING – CURIOUS INCIDENT...
Unit requirements:
To successfully pass an outcome, you must submit all pieces of work including compulsory coursework,
practice SACs and real SACs.
Name: ___________________________________ Teacher: _______________________________
71
VCE English Unit 2
Area of Study 1: Reading and Responding
William Shakespeare's
MACBETH
Outcome One: On completion of this unit, students should be able to discuss and analyse how texts
convey ways of thinking about the characters, ideas and themes, and construct a response in
written form.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.
Key knowledge This knowledge includes:
• an understanding of the ideas, characters and themes constructed by the author and presented in the set text;
• the structures, features and conventions used by authors to construct meaning in a range of text types and genres;
• strategies for identifying the point of view and values of the author of a text;
• features of texts that affect interpretation; for example, language, form and context;
• strategies and techniques for constructing and supporting a response to a text, including knowledge of an
appropriate metalanguage to discuss the structures and features of the text;
• the conventions of small group and whole class discussion, including ways of developing constructive interactions
and building on ideas of others;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills These skills include the ability to:
• identify and analyse how the structures, features and conventions of a range of text types and genres are used by
the authors to construct meaning;
• identify and discuss the values and ideas evident in a variety of texts;
• gather evidence from the text to support different interpretations of the same text;
• construct a response to the text, including the use of appropriate metalanguage to discuss textual features and
appropriate evidence from the text to support the response;
• use appropriate strategies to review and edit the response;
• listen actively and respond appropriately to others’ views during discussion;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.
72
Macbeth: Key Quotes
(Week 9 homework)
-
Each student will be allocated an important quote from Macbeth which you must research and analyse.
Your task is to identify who is saying your quote, when they say it and what the context is (what’s going
on at the time).
When we come across your quote as we read, you will need to:
1. Jump up and shout, ‘That’s my quote!’ as we are reading the play
2. Be able to explain the meaning of the quote
3. Link the quote to key themes and symbols in the play.
To do this, simple type your quote into an internet search engine or try these sites:
http://www.absoluteshakespeare.com/guides/macbeth/summary/macbeth_summary.htm
http://hdho.f2g.net/mb/macbeth.htm
THE QUOTES
1. Fair is foul and foul is fair. (Witches, Act I, Sc 1)
2. If chance will have me king, why, chance may crown
me, without my stir. (Macbeth, Act I, Scene 3).
3. Nothing in his life became him like the leaving it; he
died as one that had been studied in his death to
throw away the dearest thing he ow’d, as’t were a
careless trifle. (Malcolm, Act I, Scene 4).
4. There’s no art to find the mind’s construction in the
face. (Duncan, Act I, Scene 4)
5. Yet do I fear thy nature; It is too full o’ the milk of
human kindness. (Lady Macbeth, Act I, Scene 5).
6. Come you spirits that tend on mortal thoughts!
Unsex me here, and fill me from the crown to the toe
top-full of direst cruelty. (Lady Macbeth, Act I, Scene 5)
7. Look like the innocent flower, but be the serpent
under’t. (Lady Macbeth, Act I, Sc 5)
8. I have no spur to prick the sides of my intent, but
only vaulting ambition, which o’er-leaps itself and
falls on the other. (Macbeth, Act I, Scene 7).
9. If it were done when ’tis done, then ’twere well
It were done quickly. (Macbeth, Act I, Sc 7)
10. Is this a dagger which I see before me,
The handle toward my hand? Come, let me clutch
thee! (Macbeth, Act II, Sc 1)
multitudinous seas incarnadine, making the green one
red. (Macbeth, Act II, Scene 2)
13. A little water clears us of this deed.
(Lady Macbeth, Act II, Sc 3)
14. There’s daggers in men’s smiles
(Donalbain, Act II, Scene 3)
15. It will have blood, they say: blood will have blood.
(Macbeth, Act III, Sc 4)
16. Double, double, toil and trouble;
Fire burn, and cauldron bubble. (Witches, Act IV, Sc 1)
17. What’s done cannot be undone.
(Lady Macbeth, Act V, Sc 1)
18. Here’s the smell of blood still: all the perfumes of
Arabia will not sweeten this little hand.
(Act V, Scene I)
19. Out, damned spot! Out, I say!
(Lady Macbeth, Act V, Scene 1)
20. I have supped full of horrors.
(Macbeth, Act V, Sc 5)
21. To-morrow, and to-morrow, and to-morrow...
(Macbeth, Act V, Sc 5)
11. Macbeth shall sleep no more!
(Macbeth, Act II, Sc 2)
22. Out, out, brief candle! Life’s but a walking shadow,
a poor player that struts and frets his hour upon the
stage and then is heard no more: it is a tale told by an
idiot, full of sound and fury, signifying nothing.
(Macbeth, Act V, Scene 5)
12. Will all great Neptune’s ocean wash this blood
clean from my hand? No, this my hand will rather the
23. I bear a charmed life, which must not yield to one
of woman born. (Macbeth, Act V, Scene 7
73
Macbeth: Themes & Symbols (Ongoing research, presentation)
While we read you should keep a log of your assigned theme or symbol. Note the Act, scene and line where
a reference to it occurs. Keep good notes.
After reading the play, go through and recheck all your references. Write a one or two paragraph general
introduction to it, and list and explain the significance of the major occurrences of it in the play. If you are
feeling a bit out of your depth, an internet search will help you a great deal. There are lots of resources on
the internet about Macbeth.
You will need to present your theme / symbol to the class, complete with an explanatory handout.
You will need to choose one of the following themes of symbols, in consultation with your teacher:
Good and Evil
Themes
Things are not what they seem (paradox)
Disruption to the natural order
Corruption of power
Ambition
Prophesy
Fate
Superstition and its effects
Gender roles (Masculinity/Femininity)
Madness
Violence
Guilt
Trust and Betrayal
Symbols
Blood
Clothing
Nature
Animals
Omens / unnatural events
Darkness
Water / cleansing
Weather
Sleep / death
Visions/ Hallucinations
Macbeth: Character Profile
(Holiday Homework Task)
You need to create an A3 or A4 poster profile of one of the characters from Macbeth. Your poster must
provide an explanation of:
 Basic character details (if known): name, age, position in society, where they live.
 Relationships to other characters: family, friends, enemies.
 Personal characteristics: appearance, personality, motivation.
 Their role in the play: what they are trying to achieve, motives, what they do, what happens to
them and why, why Shakespeare has included this character.
 Key themes relevant to the character.
 2 key quotes about the character.
DO NOT JUST CUT AND PASTE FROM THE INTERNET - PLAGIARISED PROFILES WILL NOT BE ACCEPTED
Characters to choose from:
Macbeth
Hecate
The Porter
Lady Macbeth
Fleance
Old Man
The Three Witches
Lennox
Menteith, Angus and Caithness
The Three Apparitions
Ross
The Murderers
Banquo
Lady Macduff
Donalbain
King Duncan
Siward
Macduff’s son
Macduff
Young Siward
Malcolm
Seyton
74
Macbeth Homework Paragraphs
You are required to respond in writing to what is discussed in class. This is a key activity for improving your
writing in preparation for SACs and Year 12. It will also help you develop a deeper understanding of the text.
You need to write a paragraph response to at least two of the questions for each week. Each paragraph
should be structured as you would in an essay, using TEEL and relevant quotes (no longer than 10 words).
These must be written using formal language, about half a page per paragraph and carefully edited.
1.
2.
3.
4.
5.
ACT 1 (Term 2, Week 9)
Compare the characters of Macbeth and Banquo.
What different factors influence Macbeth’s decision at the end of this Act? Which factor has the greatest effect?
Discuss the conflicting aspects of Macbeth’s character that are revealed.
Who appears to be the more ambitious character: Macbeth or Lady Macbeth? Explain your reasons.
In Act 1, how does Shakespeare show that things are not always as they seem?
ACT 2 (Holiday Homework)
1. Explain the significance of one of the recurring symbols in this Act: blood, sounds or nature.
2. How and why does the natural world parallel the political happenings in this Act?
3. What is Macbeth’s state of mind before and after the murder? How does this compare to Lady Macbeth’s
state of mind?
4. Analyse the words of the Porter. How does he reflect the themes of the play?
ACT 3 and 4 (Term 3, Week 1)
1. How has the relationship between Macbeth and Lady Macbeth changed?
2. What is the significance of Hecate’s scene?
3. What is the meaning of the three prophecies and how do they affect Macbeth?
4. Why does Malcolm not trust Macduff and how does he test him?
5. How has Scotland changed under Macbeth’s rule and what does this suggest about Macbeth’s position as King?
ACT 5 (Term 3, Week 2)
1. Discuss the impact of the events of the play on Lady Macbeth. Why has this occurred?
2. In what ways has Macbeth changed over the course of the play? What are the main reasons for this?
3. At the end of the play Malcolm describes Macbeth and his wife as “this dead butcher and his fiend-like wife.”
Do you think this is an accurate depiction of these characters?
4. How is the natural and moral order restored in Scotland and how is this shown in the play?
75
76
SHAKESPEARE’S LANGUAGE (or literary devices)
Match up the correct definition to the metalanguage and example. You can refer to p. 11 of your
Macbeth text or research.
DEFINITION
LITERARY DEVICE
EXAMPLE
The repetition of initial
sounds in neighbouring
words.
The comparison of two
unlike things using like or as.
Irony of Situation
Describing an object or
person by saying that it is
something else
When a person says one
thing and means something
else.
Aside
Alliteration
“Stars hide your fires; let not
light see my black and deep
desires”
When a situation appears to
be the opposite of what is
really going on.
A long dramatic speech
given when a character is
alone on stage. It shows the
thoughts a character is
having. A monologue.
When an actor speaks to
him/her self or to the
audience, while other
characters are present and
cannot hear him.
Language that evokes one or
all of the five senses: seeing,
hearing, tasting, smelling,
touching.
Personification
“If chance will have me king, why,
chance may crown me, Without
my stir.”
But now I am cabin’d, cribb’d,
confin’d, bound in To saucy
doubts and fears
Using an object or action
that means something more
than its literal meaning.
Putting two contradictory
words together.
Giving human qualities to an
animal or object
Metaphor
Imagery
Simile
“Will all great Neptune’s ocean
wash this blood / Clean from my
hand?”
Duncan: This castle hath a
pleasant seat; the air nimbly and
sweetly recommends itself Unto
our gentle senses
“So foul and fair a day I have not
seen”
Symbol
As two spent swimmers, that do
cling together And choke their
art.
Verbal Irony
Lennox: "Goes the king hence
today?"
Soliloquy
Oxymoron
Macbeth: "He does: he did
appoint so." (II,iii,54-54) (The
King will go because he will be
murdered!)
Macbeth: “Is this a dagger I see
before me? The handle before
my hand?...”
“O full of scorpions is my mind,
dear wife!”
Life is a walking shadow, a poor
player that struts and frets his
hour upon the stage.
77
78
MACBETH - Summary
The play opens with Macbeth and Banquo, two of the Scottish King Duncan’s generals returning from
battle when they encounter three witches in the woods. The witches tell Macbeth of how he will
become the Thane of Cawdor and then the King of Scotland. For Banquo, they prophesy that he will
beget the line of Scottish Kings, though he will never become king himself. The two are sufficiently
skeptical and continue their journey home.
However, when the two come closer to the encampment, they are presented with a messenger from
King Duncan who announces that Macbeth has been made the Thane of Cawdor, immediately
putting the prophecy into perspective, making Macbeth wonder how he might become king. He
invites Duncan to dine at his castle that evening and goes ahead to tell his wife of the day’s events.
Unlike Macbeth, Lady Macbeth is very sure of her husband’s future, desiring the throne and telling
him that they must murder Duncan to ensure his ascension. Immediately upon returning to his
castle, Lady Macbeth is able to convince her husband to take initiative and murder Duncan that very
night.
The two plan to get Duncan’s chamberlains drunk enough that they will not remember the evening
and blame them for the murder. When the body of Duncan is discovered in the morning, Macbeth
quickly kills the “culprits” and assumes the kingship. All the while, Duncan’s sons flee the country,
afraid for their own lives.
Immediately, Macbeth’s misgivings and trust in the prophecies force his hand in the murder of
Banquo and his son Fleance as well, afraid that his heirs will seize the throne. Successfully killing
Banquo, the murderers fail to kill Fleance.
The night of his murder, Banquo’s ghost appears to Macbeth and sends him into hysteria, scaring his
guests and angering his wife. His very presence as the king of Scotland has angered the other nobles
and further incites Macbeth’s misgivings and paranoia.
To ease his fears, he visits the witches again and they offer to him more prophecies. He must beware
of Macduff, a chief opponent to Macbeth taking the throne. He cannot be harmed by any man born
of woman and he is safe until Birnam Wood comes to Dunsinane Castle. He returns home and finds
that Macduff has fled to England to join Malcom. In fear, Macbeth seizes Macduff’s castle and orders
the murder of his wife and children, inciting Macduff to further rage. With Malcom, the two raise an
army and ride to Scotland to take on Macbeth with the support of the Scottish nobles who fear
Macbeth’s tyranny and murderous ways.
While Macbeth awaits his opponents, Lady Macbeth is in the process of going mad, unable to wash
the blood from her hands. The news of her suicide reaches Macbeth directly before the arrival of the
English forces and sends him into an even deeper despair. He awaits confidently as the prophecy
foretold his invulnerability. However, Macduff’s forces arrive under the cover of boughs cut from
Birnam wood. When Macbeth is finally confronted by Macduff after his forces have been
overwhelmed, Macduff announces that he was “ripped from his mother’s womb” not born and
ultimately defeats and beheads Macbeth, handing the crown back to Malcolm, the rightful heir.
79
80
81
Find quotes to show how Lady Macbeth uses each of the tactics listed to persuade Macbeth then assess the effectiveness of each.
82
83
84
85
86
87
88
89
90
ACTIVITY ONE: Macbeth’s changing character
At the beginning of the play, Duncan describes Macbeth as a "valiant cousin, worthy
gentleman!" (I, ii, 24). At the end of the play Duncan’s son Malcolm describes him as a
"butcher" (V, ix, 35); Macduff calls him a "hell-hound" (V, viii, 4).
In a table such as the one below, chart the changing nature of Macbeth’s character from “valiant” to
“butcher”. Use key words to describe the changes, give a quote as evidence, and then explain what he is
like and why he has become this way. Try to bring out the various conflicting aspects of his character - e.g.
ambition/duty, bravery/fear, strength/uncertainty, good/evil.
Some words to help you describe his character:
(Don’t use all of them, you might not agree with all of them – choose 8 to 10!)
brave, cruel, determined, tireless, worthy, loving, affectionate, secretive, deceptive, friend, indecisive,
fearful, ambitious, good, evil, invincible, paranoid, self-righteous, confused, surprised, mad, hopeful,
overwhelmed, calculating
Key Words
Act 1:
e.g. Brave, tireless
Quotations
“valiant cousin, worthy gentleman!” –
Duncan (1, ii, 24)
“doubly redoubled strokes upon the
foe!” – sergeant about Macbeth (1, ii,
39)
ambitious/ sense of duty
Act 2: etc
etc.
Explanation
Macbeth has been honoured for the
loyalty he has shown the King, he has
shown great bravery in battle, defeating
two enemies without fear. He is a brave
warrior.
ACTIVITY 2: Lady Macbeth
How does Lady Macbeth’s character change in the play? Create the table below.
Compare Lady Macbeth’s character in Act 1, scene 5, 6, and 7 and Act 5 scene 1. Allocate
the words in the list to the appropriate scene and then provide quotes as evidence. (You
can use words other than those on the list)
Scene
Act 1 scene 5
word to describe
e.g. influential
quote
“I may pour my spirits in thy
ear”, (I, v, 24)
Act 1 scene 6
Act 1 scene 7
Act 5 scene 1
Some suggested words to use
alone, scheming, clever, in control, confident, nervous, excited, calm, pathetic, powerful,
guilty, afraid, acting, cruel, confused, fearless, brave, ruthless, close to Macbeth,
ambitious, aggressive, weak, masculine, feminine, bossy, heartless
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
1. Macbeth Sample SAC: ‘Macbeth’s greatest enemy is himself’. Discuss
In Shakespeare’s play, Macbeth, Shakespeare uses the events of the tragic downfall of a
man to comment on how often a person’s greatest enemy is him or herself. There are many
factors that caused Macbeth’s down fall including the manipulation of his character by the
three witches and his wife, however, the greatest factor was himself.
From the very beginning of the play, Macbeth’s character is laced with the fatal,
tragic flaw of uncontrolled ambition; it is the presence of this burning ambition that is the
source of almost all of Macbeth’s troubles. His ambition created the potential for great
tragedy, something even Macbeth realizes saying that his “vaulting ambition” could “o’leap
itself and fall on the other side,” in other words he realizes that his ambition could cause
him to ‘trip’ as he carries out his plains. This tragic ambition reveals itself when Macbeth
first hears the witches’ prophecy. Immediately on hearing that he could be king, before any
other person is given the chance to manipulate him, the audience is make aware is an aside
that Macbeth is beginning to think thoughts that “doth unfix [his] hair and make[s his]
seated heart knock at [his] ribs:” murder. He is the one who first broaches that sinister idea
as a possibility. Without the presence of his passionate ambition he would not have been
open to such an idea because aside from being ambitious, Macbeth is a man of great
character described as “valour’s minion.” He is the one that initiates his downfall.
As the plot progresses, other factors begin to act as a catalyst to Macbeth’s downfall.
Almost immediately Lady Macbeth begins to manipulate and exploit Macbeth’s ambition.
She realizes that if Macbeth is to overcome his nature that is “too full of the milk of human
kindness” a characteristic “that impedes [him] from the golden round” she is going to have
to “pour [her] spirits in [his] ear” and manipulate him. Whenever Macbeth expresses fears
of their “poisoned chalice” returning to their “own lips,” as he did in one of his soliloquys
before killing Duncan, she uses whatever arguments she can to extinguish such thoughts
from his head. She chastises him by asking “art thou afeared?” and why do you look “so
green and pale?” but also by assaulting his manhood saying: “when you durst do it, then you
were a man.” Macbeth, not being a coward, is drawn directly into the trap she has set for
him; he supresses his conscience and stabs Duncan. If he would have been left to his own
110
decision he may not have been able to actually take Duncan’s life, thus Lady Macbeth helps
manipulate Macbeth to the point where he takes a step into evil and begins to destroy
himself.
Another factor that becomes present later in the play is the manipulation of the
three witches. After their meeting with Hecate, they realize that Macbeth only “loves for his
own ends;” that he is using them. After that, they actively decide to “draw him on to his
confusion” “by the strength of their illusion[s]” They accomplish this by conjuring “artificial
sprites” that use equivocation to lure him into a false sense of security because they know
“security is mortals’ chiefest enemy.” One of these apparitions tells him that “none of
woman born shall harm Macbeth. “ Macbeth assumes that such a prophecy implies that he
is invincible; when preparing to fight MacDuff, Macbeth show just how invincible he thinks
he is by saying “such a [man of woman born] am I to fear, or none.” That belief causes the
fatal mistake that allows MacDuff to kill him. MacDuff assumed that every man was born of
woman and therefor no man could kill him, but through the purposeful equivocation of the
apparitions’ words he overlooks the fact that since MacDuff “was from his mother’s womb
untimely ripped” he is not actually woman born. However, the only reason the witches are
able to convince him that he is invincible is because he is so ambitious. His ambition is what
blinds him to the other possible implications of the apparition’s words and reassures his
steps into destruction. Again, without his tragic flaw, Macbeth cannot be so easily preyed
upon by the manipulative witches.
Both Macbeth himself and the manipulation of Lady Macbeth and the witches cause
Macbeth to destroy himself, but ultimately Macbeth is the one that chose to take every
action that cemented his downfall. Macbeth is the one who chose to kill Duncan, Banquo,
and MacDuff’s family, he is the one that listened to the witches and gave their words
credence. He could have chosen to “neither beg, nor fear [their] favours nor [their] hate” as
Banquo did, but he did. All those choices are his responsibility and therefor he is ultimately
responsible for his own downfall. However, without the manipulation of both Lady Macbeth
and the witches, Macbeths “vaulting ambition” that lacks “spurs to prick the sides of [his]
intent” might not have been enough to cause him to do all the evil that he did. Without
both factors Macbeth might have remained a stable man, alive and not king. Shakespeare
leaves that outcome a possibility in the minds of the audience so that warns them to keep
their own character flaws in check so that those flaws do not end up causing their demise.
111
English Unit 2 AOS 1: Practice SAC – Reading and Responding
Macbeth Essay Sample
3. ‘Through the events of Macbeth, Shakespeare demonstrates that evil can destroy the human
soul’. Discuss
In William Shakespeare’s Macbeth, it is demonstrated that the power of karma will eventually
overwhelm you if you shift your morals to a more evil stance: “It will have blood, they say: blood will
have blood.” (Macbeth, A3, S4).Examples of evil overpowering, and ultimately destroying them
human soul, include Macbeth’s guilt at the start of the story when he imagines the bloody dagger
and also when he sees Banquo’s ghost, when Lady Macbeth becomes so guilt stricken with her part
in Duncan’s death she kills herself, and also when Macbeth turns into a “tyrant” and loses all sense
of compassion, love and peace.
At the beginning of the play, Macbeth comes across as the lesser of the two between Lady Macbeth
and himself, and is quite guilt stricken and sorry for what he has done. This is evident when Macbeth
witnesses the ghost of Banquo in Act 3, Scene 4, “Avaunt, and quit my sight! Let the earth hide
thee!” (Line 93) and also when he notices the blood on his hands in Act 2, Scene 2: “This is a sorry
sight”. It is suggested through his shock and horror that his guilt has not subsided, and he is still in
grieving for the crimes he has committed. Because of this, he suggests the punishment of lack of
sleep be put on him, therefore destroying his very soul: “ ‘Sleep no more! Macbeth does murder
sleep – the innocent sleep” (A2, S3, L34). Because of the atrocities that Macbeth has committed (the
murder of both King Duncan and Banquo), his soul will be demolished to balance the scales of evil
and justice.
One of the most common forms of karma taking its toll in Shakespeare’s Macbeth is the use of guilt.
A hugely immense feeling of guilt can seriously harm the health of a person, for example, Lady
Macbeth. In her path to destruction, Lady Macbeth expresses the fact that she can’t seem to rid the
images or memories of Duncan’s death: “Here’s the smell of blood still. All the perfumes of Arabia
will not sweeten this little hand” (A5, S2, L57) and, “who would have thought the old man to have
had so much blood” (A5, S1, L38). Because of her guilt, she commits suicide, and in her own words,
“what’s done cannot be undone”, she highlights that you cannot undo wrongs from the past
(murdering King Duncan). Again, in this series of evil destroying the human soul, sleep is deprived or
twisted, as Lady Macbeth starts to suffer from sleep walking: “I have seen her (Lady Macbeth) rise
from her bed, throw her nightgown upon her...yet all this while in a most fast sleep” (A5, S1, L8). It is
112
evident then, that the lack of sleep aids in the destruction of the human soul, as it clouds judgement
because of insomnia, and also allows to peace or escape from the world around you.
The most apparent display of justice in Shakespeare’s Macbeth is the death of the evil “tyrant”,
Macbeth. Despite being killed in the fight with Macduff, Macbeth’s soul perished long ago. This is
suggested because of his obvious and outgoing cruelty and lack of love and compassion towards
others. This is shown specifically in Act 5, Scene 3 when Macbeth tells a messenger to “Go prick thy
face and over-red thy fear, Thou lily-livered boy” (L16) and also in Act 5, Scene 5 when he heartlessly
asks the fate of his former lover “How does your patient (Lady Macbeth) doctor?” and “she (Lady
Macbeth) should have died hereafter”. It is suggested through his lack of compassion that he no
longer cares for Lady Macbeth. This is reinforced when he says, “I have almost forgot the taste of
fears” (A5, S5, L9), indicating how scared he is when Lady Macbeth dies. This evil shows that once
your soul has been destroyed, you won’t even care nor even notice if someone or something around
you perishes in the worst of ways. This, in itself, could be even worse than actually experiencing the
horrors.
William Shakespeare suggests that a person’s evil doings or actions are not committed without
consequences in the story of Macbeth. “It will have blood, they say: blood will have blood”
113
Area of Study 3: Using Language to Persuade
Language Analysis and Oral Presentation
Outcome 3: On completion of this unit the student should be able to identify
and analyse how language is used in a persuasive text and to present a
reasoned point of view in an oral or a written form.
Assessment Tasks for this Outcome
This outcome is made up of two components:
A Language Analysis essay and an Oral Presentation
1. You will need to write a Language Analysis of an article, discussion how language and
visual features are used to persuade.
2. An oral presentation on an issue selected by you. This presentation must be 5-6
minutes in duration and must be on an issue that has been in the media recently
(January 2012 onwards).
114
Structure of Language Analysis
Introduction:
1.
2.
3.
4.
Clearly identify the issue
State the article details: Article Type; Title; Author; (Name of Paper, Date)
Explain the tone used.
State the contention of the article and the intended audience.
Body Paragraph 1 – Follow the structure of TEA (technique, example, analysis):
EXAMPLE ONLY:
The writer engages the audience with [insert first technique used], through language such as
“[insert evidence (quote/s)]”. [Insert analysis sentence] – Use one of the sentence starters below
to explain how the technique you have mentioned is used to persuade the reader:
o
o
o
o
o
o
o
o
This technique aims to/attempts to.... [appeal to the readers’ sense of
sympathy/family values/compassion/patriotism/reason and logic/concern]
The reader is positioned to [feel
angry/frustrated/anxious/worried/afraid/frustrated/alarmed...
The writer invites/demonstrates to readers ...
The writer encourages the public to...
This techniques leaves readers with an image in their minds of...
The writer leaves the reader with a sense of...
This technique is designed to [shock/frighten/demonstrate that...]
The writer demonstrates to the reader that...
Make sure that you are specific to the article and the issue in your analysis and explain why the
technique has been used. How does it affect the audience and make them agree with the
author’s contention?
**Repeat this process for 1-2 more techniques in this paragraph.
Body Paragraph 2 – Still follow TEA:
The author then/continues to/also uses [insert technique] by saying/stating “[insert quote/s]”.
[Insert analysis sentence- use/ sentence starters from previous paragraph].
**Repeat these steps for 1-2 more techniques in this paragraph.
Body Paragraph 3 – Still follow TEA:
The [insert text type e.g. editorial/opinion piece] is concluded by using [insert technique]: “[insert
quote/s]”. [Insert analysis sentence].
**Repeat this step for 1-2 more techniques.
115
Body Paragraph 4 – Image Analysis
The image can be discussed anywhere in your analysis depending on its placement and
relevance to the article.
The [image/photograph/cartoon/visual] which accompanies the article, shows [briefly
describe what you can see in the image]. The image supports the view that [insert
contention of the image itself].
**Choose 3 objects/techniques used in the image that you think have been included to persuade
the reader. Explain how they have been used to affect the reader. Make sure that you relate
your analysis back to the issue.
Explain how the image relates to what is written in the text
For example: “The image includes three young boys who appear to be grieving over the loss of
their friend. Their facial expressions show great sadness and devastation which appeals to
sympathy in the reader towards friends and family of the victims of hoon driving. This makes the
reader feel like something needs to happen to prevent this situation occurring again in the future.”
Conclusion:
Make a strong general statement about the viewpoint of the article and the overall effect it
has on the specific audience.
Do not evaluate the text or give your own opinion on the issue
116
STRUCTURING YOUR LANGUAGE ANALYSIS
Introduction
Body 1
1.
2.
3.
4.
Clearly identify the issue
State the article details: Article Type; Title; Author; (Name of Paper, Date)
Explain the tone used.
State the contention of the article and the intended audience.
Analyse how the writer uses language to persuade in the beginning of the
article.
Consider:
- how does language try to draw the reader in, what is the tone?
- how does it show the context of the issue? Is it emotive? Rational? How?
- how does language show the purpose of the text? Is there any particular
group that it targets?
Discuss 2 to 3 techniques, remember TEA (technique, example, analysis). Vary
your sentence structure, be specific and concise.
Body 2
Analyse the use of language in the body of the text.
Consider:
(this could be
broken into two - How does the article approach the new arguments? Does it become more
paragraphs for a serious? More reasonable? More emotive?
- How is language being used to support the point of view?
longer text)
- Is there different language or similar techniques? Are the techniques
repeated?
Discuss 2 to 4 techniques, remember TEA (technique, example, analysis). Vary
your sentence structure, be specific and concise.
Body 3
Analyse the language strategies used at the end of the article.
Consider:
- Does the tone change at any stage? Does the writer return to a similar style
or tone to the beginning?
- Are new strategies introduced, or previous strategies revisited?
- How does the writer finish and why? What groups are being targeted?
Discuss 1 to 2 techniques, remember TEA (technique, example, analysis). Vary
your sentence structure, be specific and concise.
Body 4
If there is a visual element in the text, discuss the visual features in a
separate paragraph. This could be placed before the discussion of the writing
(especially if it is the first thing to grab your attention) or after the discussion
of writing. Or as you discuss other techniques that clearly link to the image.
Explain how it relates to the tone and arguments of the article.
Explain the visual feature and how it might persuade.
Vary your sentence structure, be specific and concise.
Conclusion
Make a strong general statement about the viewpoint of the article and the
overall effect it has on the specific audience.
Consider:
Purpose: what are they trying to achieve and their approach to doing this
Audience: particular groups who might be persuaded or alienated.
Style/Tone: Whether they use more emotion or logic or are balanced.
117
Stop custody cases ending in violence
Caroline Counsel Herald Sun March 30, 2011 12:00AM
THE murder of Darcey Freeman must be a catalyst for change. The four-year-old's horrific death -- tossed off
the West Gate Bridge by her father, Arthur Freeman -- needs to stop us and make us think.
As a society, we need to ask ourselves this question: how can we stop custody disputes ending in violence? The
answer is complex, but for the sake of at least one little girl we need to find it and act on it so we do our best
to prevent this type of tragedy ever happening again.
It is critical that there is greater, continuing support for people who are going through divorce and the painful
process of custody arrangements. They are vulnerable and the legal system can be intimidating.
Psychological counselling services need to be readily accessible to parents who are separating and to their
children. They need to be part of a system of checks and balances before, during and after the process. Think
of it as an early detection system.
Had this family been better supported by psychological services throughout the court process, would we be
mourning such a young life lost? A psychologist might have been able to read the signs, to expertly help Arthur
Freeman with his anger, frustration and disappointment. At present, psychologists are involved primarily in
assessment and not support.
So, the need for greater counselling services for those involved is urgent across the board.Working out the
nuts and bolts of separation -- who gets how much, who spends time with which parent -- is a difficult and
confronting process whichever way you look at it. However, handled the right way, it can mean both parents
walk away from the negotiating table with their concerns heard, their wants met and their dignity intact. These
three things are central to a successful custody arrangement.
This is what happens in collaborative law, an alternative to litigation. Collaborative lawyers sign a contract that
precludes lawyers going to court. Lawyers for both sides focus 100 per cent of their efforts on tailoring
mutually acceptable parenting options, while transparently working around a table with all parties involved in
the process -- two parents, two lawyers, and, in children's matters, a psychologist.
In their lawyer, each parent has their champion and together the two sides create an agreement. It is not
combative. There is no denigration of either parent. One does not have to prove the other is a "bad" parent.
There is no game play. Rather, they are encouraged to focus on the positives, to preserve what was successful
in their relationship. It is a mutual effort to make the best of a bad situation. When children are involved, there
is a collaboratively trained psychologist at the table, too. Their role is not to assess as they would in court, but
to support parents as they make important decisions about their future parenting relationship and to help
them reality-test possible solutions.
Within the collaborative process, the need for children to come first is emphasised. I encourage my clients to
think of themselves as directors of a company and their children as the shareholders. Like all good company
118
directors, they must constantly ask themselves, what is in the best interests of the shareholders? It's more
practical than personal and it works.
It is certainly in the interests of children of divorcing parents to have cases resolved as quickly as possible. It is
well documented that it is the fight, not the divorce itself and not the ultimate childcare arrangements, which
damages children in these circumstances, in the short and long term.
For children to endure a protracted custody battle of years is torturous. It only exacerbates their trauma. The
courts must move faster on resolving cases so everybody, particularly the children, can move on with their
lives, to begin healing and rebuilding.
To minimise harm to children, our most vulnerable, in divorce proceedings, more court resources are required.
The court system needs to be better supported to ensure access to justice is meaningful. Let an injection of
funds, earmarked for more judges and more social services within the Family Court, be a priority for the
federal and state governments in the coming year.
We desperately need shorter waiting times for cases to be heard and more judges to be appointed so that
custody arrangements can be dealt with as swiftly as possible.
Darcey Iris Freeman's death should not be in vain. We must learn from the lessons that this terrible tragedy
has shown us. We must be there for our families and our children in their times of greatest need.--- Caroline
Counsel is President of the Law Institute of Victoria.
119
Sample Language Analysis- “Stop Custody Cases ending in violence”
The article ‘Stop Custody Cases ending in violence’ by Caroline Counsel (Herald Sun March 30, 2011)
touches base with the issue of bitter custody disputes. Throughout the article the Counsel uses an
assertive tone to emphasise the author’s opinion that more support must be available for families
going though custody arrangements so that tragedies, such as the Darcey Freeman Case are not
repeated.
The strategically placed image of Darcey Freeman immediately captures the attention of readers.
Counsel has deliberately used this famous image; which illustrates the smiling face of an innocent
Darcey Freeman to evoke a strong sense of sadness from readers. This image ties in with the first
paragraph as the author talks about Darcey’s Case. The authors opening statement that ‘The murder
of Darcey Freeman must be a catalyst for change’ asserts the author’s opinion, giving reader insight
into what this article is about. This statement aims appeals to family values, allowing readers to feel
a sense of grief. Throughout the following paragraphs the author continues to subtly refer to Darcey
Freeman, this positions the reader to react in an emotional way towards the topic. The author
persists in appealing to family values because vulnerable readers are more inclined to agree with the
author’s opinion.
Throughout the better part of the article the Counsel uses repetition of the word “need” to convey
an assertive tone. This illustrates to readers that the author is confident in her beliefs and has a clear
direction in what she thinks should be done, making the authors opinion more credible. The author
then uses a rhetorical question ‘...would we be mourning such a young lost?’ positioning readers to
really think about the issue at hand. This positions readers to see the only answer, that more
support could have prevented this tragedy from occurring.
In the author’s greatest effort to persuade readers the she suggests a solution to the problem at
hand. The author asserts ‘this is what happens in collaborative law, an alternative to litigation’ which
adds further accreditation to the authors opinion because it shows that she has researched a
solution, one that can be readily implemented. Suggesting solution indicates that the author has
really thought about what needs to be done to prevent a tragedy like this from happening again; this
encourages readers to believe that there are better solutions to the problem. Counsel uses then
uses imagery to accentuate her opinion. She states that people should ‘think of themselves as
directors of a company and their children as shareholders...’ this illustrates a clear picture for
readers, showing them the best interest of children should be the priority in custody cases.
To further assert her opinion, the author uses factual evidence, stating ‘it is well documented that
it’s the fight not the divorce itself...’ this again proves that the author has done extensive research
on this topic. This evident shows readers exactly where the problem lies, making it incredibly difficult
for a reader to disprove the author’s opinion. The author then uses emotive language to describe
the effect of long custody battles on children labelling it ‘torturous’ and highlighting that ‘it only
exacerbates their trauma’. This emotive language aims to gain an emotional response from readers,
creating a powerful image in their minds of suffering children.
Even though author uses inclusive language thought the article to make readers feel that the issue
of bitter custody disputes is everyone’s problem, during the last paragraph inclusive language is
most effective. In this paragraph the author states that ‘we must be there for our families and our
children...’ tugging at the heart strings of readers, triggering an emotional response in relation to
120
Useful Vocabulary
their own families; allowing them to reflect on how they would want their children to feel in a
custody dispute.
WORDS FOR ARGUES:
Argue, asses, contradict, discuss, ignore, sanitize(clean up), analyze(look at), assert (confirm),
criticize, dispute, infer (hint at), assume, quote, appeal to, identify, illustrate, support, compare,
define, elaborate, rebut, associate, confirm, conclude, describe, imply, repeat, relate or
emphasize.
o
o
o
o
o
o
o
o
“Cements this cautionary perspective”
“Positions the reader”
“Offer contrasting images”
“Paints a bleak picture”
“The audience is encouraged to sympathize with a worried mother”
“By finishing with ………………. The writer establishes an air of urgency”
“The play on words is employed in the title”
“A positive outlook that would appeal to many readers”
MORE USEFUL VOCAB:
EMPHASISES, places weight on, accents, highlights, stresses, adds on
PERSUADES, positions, influences, manipulates, sways, convinces, leads
ARGUES, contends, asserts, maintains, demonstrates, ponders, considers, rebuts
ON THE OTHER HAND, conversely, however, alternatively, in opposition to, whereas
AS WELL, furthermore, nonetheless, additionally, moreover.
Similar nature (new point)
Different nature (new point)
Conclusive/summative point
In addition
Conversely
As a result
Similarly
In contrast
Therefore
Likewise
On the other hand
To summarize
Moreover
However
In conclusion
Furthermore
Despite
Consequently
On top of this
On the contrary
finally
TONE : calm, aggressive, angry, rational, passionate, optimistic, direct, considering, excitable,
sarcastic, reasonable, sensible, straightforward, matter-of-fact, friendly, open minded,
supportive, sympathetic, humble, modest, approving, understanding, passionate, animated,
proud, humorous, regretful, disappointed, distressed, pessimistic, critical, defensive, confused,
121
Oral Presentation SAC Instructions
puzzled, expert, authoritative, alarmed, shocked, outraged.
**Consider: Does the tone change?
This SAC requires you to present a point of view orally on a selected issue of your choice.



The presentation should be of an appropriate length (5-6 minutes)
You must use visual aids in your presentation
You are encouraged to use cue cards
The Criteria:
KNOWLEDGE and IDEAS
Knowledge of the issue.
Contention.
Main points
EVIDENCE and PERSUASION
Use of evidence
Use of a variety of persuasive techniques
Use of visual aids
Acknowledgement of sources
STRUCTURE OF ARGUMENT
Reasoning and sustainability of argument.
Logical flow of argument and linking of ideas.
Coherence and effectiveness of argument.
Rebuttal
ORAL LANGUAGE USE
Expressive, coherent and fluent delivery
Use of vocabulary
Use of voice to engage and communicate.
Use of body language, gestures, eye contact
You will need to choose an issue in the media and research it thoroughly. This means finding
out what the various viewpoints are on the issue, reading relevant articles and having a
good knowledge of the issue.
Checklist...I have:
Chosen an issue
Researched it thoroughly
Formulated a contention, main arguments and rebuttal
Written a plan, rough draft of speech, created a visual aid, bibliography
Practised speech out loud
122
ORAL PRESENTATION– TIPS FOR AN
EFFECTIVE SPEECH
1. CONTENT and COMPLEXITY:

Your presentation should be an appropriate length (5-6 minutes)

You need to know your material and be prepared to explore complexities.
How to make it more complex
Do your research so you really know the topic. You should have a clear understanding of where
the issue ‘came from’, who is involved, where any places mentioned are, why it has occurred
plus any of the side issues, moral issues etc. This will not necessarily all be in your talk but it will
ensure that you speak with authority and stop you making ignorant comments. Some
background on the topic will need to be given as you cannot assume that your audience knows
the issue, and you need to place your discussion in context. You need to any of this background
information succinctly as the focus must be on the argument (P.O.V.). You need to have a clear
POV, and put voice to it.
Make sure that you ARGUE the points you are making. An argument is not just rattling off a
series of points. You need to state an idea (topic sentence), explain it, give an example then link
it back to the argument. This is what arguing is, not just mentioning points. Think of interesting
ways of presenting ideas to make it ENGAGING. An analogy could be appropriate.
Also, argue your case in such a way that you build to your strongest argument at the end. Think
of a way of raising and rebutting the other side as well. Take care not to just repeat things you
have researched. Put things in your own words. It’s better to have slightly simplified ideas than
a POV which you stumble through because you don’t quite understand. Check the dictionary
(and pronunciation!!)
2. STRUCTURE
You need to plan your talk carefully. The talk has a beginning, middle (body) and end. Think
about each part.
INTRODUCTION – avoid ‘my talk is on…’ as your introduction. There are lots of good ways to
begin: an anecdote, a good quote, a surprising piece of information, a questions or rhetorical
question. Clarify the topic and indicate your stance on the issue; remember to adopt and
maintain your persona – ‘voice’. It is a good idea to give an overview of your intended line of
argument in the introduction, for example, ‘Today I intend to discuss three aspects of Issue X…’
Briefly say what these are. You can then refer to each in turn in the body of the talk.
THE BODY – (SIGNPOSTING) – This is when you provide regular ‘markers’ in your talk. It is
most important that you do this. Remember your audience is only hearing your talk. They do
not have any notes and may have little knowledge of the topic. You are presenting (we hope)
quite complex material. So you need to provide some ‘signposts’ (directions) and support
123
throughout. Saying things like ‘My first point is…’, ‘Secondly,…’, ‘Finally, …’; or ‘There are several
causes of this…’, ‘One is…’, ‘Another is …’ etc helps the reader keep track of the direction of the
talk. Telling the reader your key ideas in the intro, then referring to them by number as you
progress is not overdoing it. This method will also keep you on track!
CONCLUSION – Do not just peter out. Make your ending purposeful and strong. You can sum up,
recap, (repetition can be effective). You can make recommendations, issue warnings. You can
end with a quote. The conclusion can be dramatic and powerful. You should leave them
thinking. If you are role playing, stay in the role to the end.
LOGIC – Think about the best arrangement of arguments. Use connecting words to link ideas.
Examples are: however, moreover, whereas, thus. Refer to the topic regularly. Develop your
arguments as above. Think about the best order of ideas. Try to make your talk flow. And link in
to the next idea. Arguing logically is important if the reader is to follow your argument (see
above).
3. AUDIENCE INTERACTION AND USE OF NON-VERBAL TECHNIQUES.
The main point of a talk is communication with the audience so it is important that you engage
your audience. You can use some of the persuasive techniques we have looked at in issues but
do not overdo it – rhetorical questions, repetition, appeals…Make us laugh…or weep, or just
persuade. Effective use of voice (pace, tone, volume), body language, hands, regular eye contact,
careful (subtle) use of notes are all going to be important here. Use technology if you feel
confident but realise that it is counterproductive if it does not work (though not a total disaster
as we will be kind!) A pause can be very effective.
Be prepared! Don't leave your preparation and practice to the last minute!
Useful resources to help you research your topic:


Using Language to Persuade textbook
o Part 6 ‘Writing your point of view’ in Using Language to Persuade. p105 – 116
Insight textbook
o Chapter 14 in Insight ‘Oral Presentations’ from p209 – 216
o Persuasive techniques table

SBS ‘Insight’: a TV show featuring debates on current topics. Shown on SBS and the website
shows past episodes: http://news.sbs.com.au/insight/

The Age newspaper
o http://www.theage.com.au/

The Age “Issues in the news” archive. This is a great place to find articles as they are
classified under topics. This is also a good place to find ideas for your presentation.
o http://education.theage.com.au/cmsarchive.php?intcmspageid=135&linkid=168

Echo Website
o http://www.echoeducation.com.au/schools/index.html
You will need a username and password to access this site:
Username: kambrya password: designer (all lower case)
124

Library news archives. The school library has a collection of newspapers (The Age, Herald
Sun and Australian) that you can use for your preparation and research. Ask one of the
librarians for assistance!

Internet websites. Use search engines to research your topics. Remember to keep a record
of where you visit, and the dates you accessed the websites. You are able to use multimedia
devices to assist your presentation but they ARE NOT the focus of the piece, they are to assist
you only.
Possible devices include:

Use of the multimedia projector (PowerPoint, slideshow, display documents)

Filmed/ pre-recorded footage

DVD

Sound

Visual/audio montage

Whiteboard
If you choose to use any of these, you MUST TEST THESE BEFOREHAND. This is not the time just prior
to your presentation, but well in advance. You must bring in more than one copy.
If the multimedia fails (disk won’t read; DVD is blank; left at home) you will have to proceed
without it.
Audience:
This is the key to your speech – you have a set audience and you assessment will be based on your
targeting them. Your formal and appropriate language, material and your body language (especially
eye contact) will be considered.
Preparation advice:

Analyse your issue, develop a plan, write a draft and then edit your material. Use the same
basic structure as in an essay.

Keep the introduction short.

Think about your audience: keep sentences short and concise.

Use longer quotes than in your writing; let the audience know when you’re quoting and who
it is from.

Practice using cue cards for your main points and quotes to avoid reading everything out
word for word.

If using a PowerPoint, show your main points only; or visuals to aide what you are saying.

Speak clearly and project to the back of the room; don’t speak too quickly or too slowly. Do
at least 3 practice runs beforehand.
125
Structure of Oral Presentation
INTRODUCTION

introduce the issue and the event/s that have been in the media recently

put forward your contention EXPLICITLY

you could outline your 3 main points
BODY OF SPEECH (3 Arguments)

this is where you explain each of your three main points/reasons behind your
contention

use persuasive techniques throughout these paragraphs e.g. rhetorical questions,
statistics, anecdotes, case studies, expert opinions, graphs/tables/charts, photos,
sarcasm, hypothetical scenarios, inclusive language, repetition, emotive language etc use your ULTP and Insight textbooks!

you must clearly signpost your points e.g. "Firstly, I would like to illustrate...", "For my
second point...", "Finally..."
REBUTTAL ARGUMENT

this is where you need to acknowledge an argument from the opposing side and explain
how it is flawed or wrong.

you need to signpost the beginning of this rebuttal argument e.g. "Opponents of this
proposed law suggest that..., however they have not taken into account that..."

reiterate your contention here and how it is better/right
CONCLUSION




Wrap up your speech by restating your contention and your main arguments
remember to signpost!
leave your audience with something to remember the speech by e.g. humour, a
hypothetical scenario, quote etc
thank the audience for their attention and explain what action you would like them to
take (if applicable)
126
TIPS FOR AN EFFECTIVE
PRESENTATION

Know your speech well.

Be confident! (even if you aren't!) The best way to be confident is to be prepared.

Interact with the audience

Use gestures, make eye contact, ask them questions, ask for questions at the end and try to
relate to them. Be sure to introduce yourself and thank the audience as you leave.

Practice!

Make sure that you practice out loud as many times as possible. If you can, practice in front
of someone to get used to having an audience. Practice using cue cards and run through
your PowerPoint/videos etc to make sure everything runs smoothly.

Vary the tone of your voice. Experiment with different types of tone (refer to your textbooks
for ideas).

Watch your pace!
How to ensure you have an effective PowerPoint presentation:
PowerPoints are there to help the audience follow your speech. Don't put your draft up or
paragraphs word for word. Use dot points only to summarise your points and limit these to about 34 per slide.

Use your PowerPoint to display photos, graphs and other visuals.

Don't use more than one background throughout your presentation and minimise
the use of different fonts and colours.

Try to avoid using animations on screen as they can distract the audience.

Use headings to help the audience understand where you are in your speech.

Use spell check to correct any mistakes. Spelling errors will make you look
unprepared.
127
Planning your oral Presentation
To start with:
o
o
o
o
o
Read all the articles on your chosen issue!
Do some more research on the chosen issue (ie., internet, newspaper articles, news clips,
letters to the editor, photographs, cartoons, expert opinions, facts and statistics)
Fill out the below chart to recognize all the arguments FOR and AGAINST (include
evidence here, as well as arguments and points of view)
Work out your CONTENTION (point of view)
Write a draft, using the persuasive language and techniques that we have studied thus
far to persuade your audience to agree with your contention.
Arguments For
Arguments Against
128
Oral Plan
Your issue: ________________________________________________________________________
Your contention(s):
__________________________________________________________________________________
__________________________________________________________________________________
Some examples are:
“Young drivers should complete more driver-safety education.”
“The Media should be more liable for their actions regarding celebrity hounding.”
Your arguments:
1)
2)
3)
129
Persuasive Speech Planning Sheet
INTRODUCTION:
________________________________________________________________________________
________________________________________________________________________________
Opening Sentence: greet your audience and explain your purpose in speaking.
Evidence & Explanation:
__________________________________________________________________________________________


__________________________________________________________________________________________

2nd/3rd Sentence: Grab the audience’s attention with shock/a joke/quote/question/statistic/
anecdote etc.
__________________________________________________________________________________________
__________________________________________________________________________________________

Explain why you believe the point you have made
Use clear evidence to support your reasons: statistics, facts, research, experts, anecdotes or
your personal experiences.
Use persuasive language suitable to a speech (repetition, emotive language, inclusive
language, rhetorical questions, exaggeration, imagery)
Use linking words to introduce a new example
List the relevant ideas and evidence you will discuss:
________________________________________________________________________________
3rd/4th Sentence: Introduce your issue and give background to explain why it is an issue.
________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________
Final Sentences: State your contention clearly and signpost the main reasons you will give (use
firstly, secondly, thirdly, finally)
________________________________________________________________________________
__________________________________________________________________________________________
Link Sentence: Should conclude your paragraph, by relating how the evidence links back to the
point of the paragraph and the essay topic. (Use concluding words: thus, therefore, as a result etc)
__________________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
BODY – Write at least 3paragraphs using TEEL and persuasive language
Paragraph 1: Elaborate on first point mentioned in introduction
Topic Sentence: Clearly state your first point. Signpost with a clear word such as “firstly”.
________________________________________________________________________________
Paragraph 2: Elaborate on 2nd point mentioned in introduction
Topic Sentence: use a connecting word to introduce 2nd point (furthermore, additionally, Also, on
the other, secondly etc).
________________________________________________________________________________
________________________________________________________________________________
Evidence & Explanation: (see explanation for paragraph 1). List ideas you will discuss:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 4: Rebuttal of opposing views
Topic Sentence: state an opposing view in order to point out why it is wrong. e.g. “Some people
claim that...... However, it is clear that....”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Link Sentence: (see explanation for paragraph 1)
________________________________________________________________________________
________________________________________________________________________________
Paragraph 3: Elaborate 3rd point mentioned in introduction
Evidence & Explanation: (see explanation for paragraph 1). YOU COULD ALSO SUGGEST POSSIBLE
RECOMMENDATIONS AND SOLUTION IN THIS PARAGRAPH. List ideas you will discuss:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Topic Sentence: as for paragraph 2. Should introduce 3rd point.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Link Sentence: (see explanation for paragraph 1)
Evidence & Explanation: (see explanation for paragraph 1). List ideas you will discuss:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
CONCLUSION:




Sum up your contention and what you want the audience to remember first.
Challenge the audience to take action or suggest a solution
Finish with a strong statement of your view, using clear persuasive language.
Thank your audience.
Link Sentence: (see explanation for paragraph 1)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
VCE English Unit 2
Area of Study 2: Creating and Presenting
Identity and Belonging: The Curious Incident of
the Dog in the Night Time
Outcome 2: Creating and presenting
In this area of study students’ writing is informed by their reading of a range of texts relevant to a context
(Future Worlds) in order to examine the effects of form, purpose, audience and context on the authors’ choice of
structure and language. They draw on the knowledge gained from this study to create their own written texts in
a process which includes planning, reviewing and editing.
Key Knowledge:






the structures, features and conventions of a range of print, non-print and multimodal texts created
for different purposes; for example, personal and imaginative, informative, instructional,
argumentative or persuasive;
the effects of form, context, audience and purpose on the author’s choice of structure and language;
the visual, auditory and digital features used by authors to make meaning;
strategies for planning and revising text responses for coherence of form, language, structure,
audience and context;
the metalanguage necessary to be able to discuss structures, features and forms of their own and
others’ texts;
the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills:
These skills include the ability to
• use accurately the structures, features and conventions of a range of print, non-print and multimodal
texts;
• select text type, subject matter and language to suit a specific audience, purpose and context;
• draw on content suggested by set texts to develop and support ideas and arguments;
• experiment with visual, auditory and digital features, where relevant, to make meaning;
• plan and revise for coherence of form, language, structure, audience and context;
• use appropriate metalanguage to discuss structures, features and forms of their own and others’
texts
•
use the conventions of spelling, punctuation and syntax of Standard Australian English.
132
Questions on The Curious Incident of the Dog in The Night-time:
Each question must be answered in paragraph form. Aim to write a third of a
page per question. Use examples from the text where necessary.
1. Explain the different ways that Christopher is an outsider?
2. How does Christopher struggle to find a sense of belonging?
3. How does society view Christopher and his family? Compare the different reactions of the minor
characters.
4. How does Christopher cope with the world around him?
5. How is Christopher’s sense of identity and belonging affected by those around him
6. In what ways was loss of identity the cause for the marriage breakdown of Christopher’s parents?
7. Explain how Christopher’s father and mother try create their own sense of identity and belonging?
Compulsory Writing Tasks
Explanation: In order to meet this outcome, you are required to create four pieces of writing that build
on the context of “Identity and Belonging” as suggested by the text The Curious Incident of the Dog in
the Night-time.
Three of these pieces will be written as part of your class work and homework. The final piece will be
your SAC.
Instructions:




You must write three pieces, in at least two different styles: imaginative, persuasive or expository. (Some
suggested ideas are below).
You must complete some of this work in class time.
The total length should be between 1200 and 1500 words, not including your written explanation (aim for
400-500 words each).
Each piece must have a written reflection using the proforma provided (not included in word count)
Each piece must respond to one of the following prompts:




Everyone has a right to belong.
Society should embrace individual differences.
Our identity comes as much from being excluded as being included.
Personal experiences change our sense of identity.

Our families have the greatest impact on who we are.
133
These are some suggestions for your writing- however you must ensure that you respond to one of the
prompts on the previous page if you choose from the list below:
more to help people with Asperger’s feel more secure
as they interact with the world.
Possible Imaginative Pieces:

An additional chapter to Christopher’s novel, set a
year later, reflecting on how his relationships with his
parents and his interactions with the world have
progressed.

A scene or dialogue between Christopher’s parents
discussing how they will make their family work more
effectively.

A letter from Ed Boone to Christopher expressing his
regret at breaking Christopher’s trust.

A letter from Judy Boon to Mr Shears explaining why
she has left him and reconnected with her son.

A persuasive essay arguing for or against the topic:
“Parental separation is most difficult for the children
involved”.
Possible Expository Pieces:

An instructional guide for
a family or parenting magazine on how families can
help their children find a true sense of belonging.
(Possible magazines: Family Circle, Practical Parent,
Women’s Weekly, Woman’s Day)

A feature article for a Father’s Day edition of a
weekend newspaper exploring the roles of fathers in
supporting children with differences.

A personal reflection or memoir of your experience
being included or excluded. This could be a letter to a
parent or grandparent, a description of an
experience, a blog or diary entry or many more.
Possible Persuasive Pieces:

You are a parent of a child with Asperger’s syndrome.
You are speaking at an information night, addressing
other parents of children with Asperger’s syndrome
exploring the rights of their children to be accepted
members of society. Drawing on your own experience
and research, convince your audience that children
with Asperger’s should be welcomed and encouraged
to belong in society. (You could also write this from
Ed Boone’s point of view).

You have a sibling who has Asperger’s Syndrome.
Write a letter to the editor of a local newspaper to
put forward your point of view that society must do
134
The Curious Incident of the Dog in the Night-Time
Overview:
The Curious Incident of the Dog in the Night-Time is a combination of detective
story, realist fiction, comedy and drama. It touches on themes of family, belonging,
disability, overcoming adversity, marital stress and single parenthood, and the
pressures of modern life.
Told from the point of view of Christopher John Francis Boone, a 15 year-old boy
suffering from Asperger’s Syndrome, a form of autism, the novel begins with his
discovery of a murdered dog lying on his neighbour’s lawn, takes us through his
investigation of the ‘murder’, and the consequences of his discovery of the killer.
Along the way, the reader is drawn into the worldview of a character suffering from a
broad spectrum autistic disorder, and is encouraged to use their own understandings
of the world to fill the ‘gaps’ in Christopher’s interpretation of his own life.
Plot
The novel might be divided into four broad sections:
The first section (chapters 1 – 53)
The first section (the chapters are numbered not with standard cardinal numbers,
but in a sequence of prime numbers; ie: 2,3,5,7,11…etc) deals with Christopher – his
world, his relationship with his father, his relationship with his teacher, his
fascination with mathematics, Sherlock Holmes and logic, his discovery of the dead
dog and subsequent trip to the police station. During these opening chapters we gain
a clear sense of Christopher as someone who is both highly intelligent, and at the
same time, socially restricted. We are introduced to his father as a flawed, but
compassionate man, clearly struggling with the task of raising his fifteen year old son
alone.
The second section (chapters 59 – 167)
This section covers Christopher’s investigation of the murder of Wellington – his
neighbour’s poodle and concludes with Christopher’s discovery that his mother is not
in fact dead (as his father has told him) but is alive and living in London with her
lover – the former husband of Wellington’s owner, Mrs. Shears. His father further
confesses to being the killer of Wellington, and Christopher, unable because of his
condition to discern or comprehend beyond the simple facts of the matter, concludes
that his father is both a liar and murderer, and that he (Christopher) is therefore in
danger staying in the house. He resolves to leave and find his mother in London.
The third section (chapters 173 – 227)
The third substantive section of the novel covers the harrowing account of
Christopher’s experiences in getting to London and locating his mother’s apartment.
It is in many ways, the most confronting section of the novel. The journey takes on an
almost visceral atmosphere, as Haddon portrays a simple train ride as it would be
135
seen without the filters of emotional perception that most people keep
subconsciously in place throughout their day to day lives. During this section of the
story, Haddon makes his most extensive use of visual aids and addendums to the
story, in order to highlight both the scope and minutiae of Christopher’s perception
of his world. This, perhaps more than the other sections, is the part of the book that
truly draws the reader into the mind of the protagonist.
The final section (chapters 229 and 233)
This section relates the steps taken by Christopher’s parents to try to find some sort
of solution by which Christopher can be returned to his safe life. This involves the
break up of his mother’s relationship with Mr. Shears, her and Christopher’s return
to Swindon, and the beginnings of his father’s attempt to rebuild some sort of
relationship with his son. It is a deliberately unresolved ending, and the reader is left
with the unsettling impression that it will be some years, if at all, before Christopher
and his parents manage to re-establish some form of balance in their lives and their
relationships. The novel ends with Christopher receiving an ‘A’ for his A-level Maths
exam, and a dog, and resolving to attend university and become a scientist. While
there is some hope in these final sentences, it is tempered to a large degree by the
journey that the reader has been on, experienced through Christopher’s eyes, and the
knowledge that both the obstacles to be faced by Christopher in achieving this
ambitions and the possible cost to those around him, will continue to take a heavy
toll on all concerned.
The novel concludes with an appendix. A worked mathematical example from
Christopher’s A-Level exam paper, which leaves the reader with a detailed insight
into the level of Christopher’s mathematical abilities, but also serves as a reminder of
the importance of structure and logic to this protagonist’s worldview.
Characters
Christopher John Francis Boone.
Ed Boone.
Judy Boone.
Siobhan.
Mrs. Alexander.
Roger Shears
Eileen Shears
Other supporting characters reveal to various degrees the misunderstanding and
intolerance that much of society displays as a matter of course to one another, but
which, when viewed with the emotional detachment of someone with aspergers,
takes on a whole new level of savagery. Even those who are well meaning in their
136
initial contact with Christopher quickly become intolerant and even angry when they
realise that he is somehow different to them.
WHAT IS ASPERGER’S SYNDROME?
Written by Stephen M. Edelson, Ph.D.
Center for the Study of Autism, Salem, Oregon
Asperger's syndrome was first described by a German doctor, Hans Asperger, in 1944 (one year after
Leo Kanner's first paper on autism). In his paper, Dr. Asperger discussed individuals who exhibited
many idiosyncratic, odd-like behaviors (see description below).
Often individuals with Asperger's syndrome have many of the behaviors listed below:
Language:




lucid speech before age 4 years; grammar and vocabulary are usually very good
speech is sometimes stilted and repetitive
voice tends to be flat and emotionless
conversations revolve around self
Cognition



obsessed with complex topics, such as patterns, weather, music, history, etc.
often described as eccentric
I.Q.'s fall along the full spectrum, but many are in the above normal range in verbal ability
and in the below average range in performance abilities.

many have dyslexia, writing problems, and difficulty with mathematics

lack common sense

concrete thinking (versus abstract)
Behavior




movements tend to be clumsy and awkward
odd forms of self-stimulatory behavior
sensory problems appear not to be as dramatic as those with other forms of autism
socially aware but displays inappropriate reciprocal interaction
Researchers feel that Asperger's syndrome is probably hereditary in nature because many families
report having an "odd" relative or two. In addition, depression and bipolar disorder are often
reported in those with Asperger's syndrome as well as in family members.
At this time, there is no prescribed treatment regimen for individuals with Asperger's syndrome. In
adulthood, many lead productive lives, living independently, working effectively at a job (many are
college professors, computer programmers, dentists), and raising a family.
137
Sometimes people assume everyone who has autism and is high-functioning has Asperger's
syndrome. However, it appears that there are several forms of high-functioning autism, and
Asperger's syndrome is one form.
The Autism Research Institute distributes an information packet on Asperger's Syndrome.
138
Shared custody the best and worst
JO CASE, The Age, May 8, 2010
The third reaction is, ''Wow. Really? That is great. Good
on you.'' This comes from separated fathers who are only
allowed access to their children for one weekend a
fortnight. They tend to beam at me like I am a saint.
(Generally because they were once married to women
like the ones who give me Reaction Two, and share the
opinion that my actions are rare and benevolent - only
they are sincere.) "Well, it's only what's fair," I say. This is
true - though I feel, under these men's admiring gaze, as
if I am being deliberately disingenuous. And maybe I am.
I CLIMBED into my son's bed, kicking aside the school
books on his Manchester United quilt. That's when I
really started to cry. Lying there, looking at the posters
torn from old Footy Records on his wall, watching the
sliver of light in the hallway where I'd usually be standing
at bedtime, it hit me that I was only there because he
wasn't.
Snot ran into my mouth. My eyes swelled beneath my
fingers. I realised that my sobbing, expelled from deep
inside my chest, actually sounded like "boo-hoo, boohoo".
The truth of my experience reflects a mix of all these
reactions. I do get more time to spend on my friends and
career (and, technically, at the hairdresser's, though you
wouldn't know it from looking at me). I do sometimes
resent that extra time, badly miss my son, and cry so
hard I swallow my own snot. And though our custody
arrangement is - logically - fair, it is not the most
common outcome when parents separate. Sometimes I
wish I had never been so ''reasonable'', and suspect
myself of having been so depressed when I left my son's
father that I accepted shared custody out of exhaustion
rather than fairness.
It was probably this moment of self-awareness that
made me realise how ridiculous I was being. It propelled
me out of bed and into the bathroom, to alternately
blow my nose, exhale a final series of stuttering sobs,
and inspect the damage.
Come on, I told myself sternly, looking deep into my own
slitted red eyes. He's not dead, he's just at his father's.
Like he is every other week of his life. You'll see him
soon. The next thought, the one that really sobered me
up, was, ''What if his father rang you right now and asked
you to take him for the week? How would you get your
work done and your deadlines met?''
But, when all my guilt-tinged analysis has been
exhausted, one fact remains. Shared custody, despite its
effects on me or my former partner, is the best thing for
my son. He has two parents who want him, who care
about him, and who are intimately involved in his
everyday life.
When people hear that I share custody of my son with
his dad on an arrangement of one week on, one week
off, they generally have one of three reactions.
Plus, he gets to listen to songs with swear words in them
at my house (so long as he doesn't sing them aloud). He
has Garage Band on his computer at dad's. My partner
takes him to footy games. His dad teaches him to play
soccer.
The most common, oddly, is, ''You're so lucky. You get
the best of both worlds.'' This mostly comes from harried
mothers, who juggle work and kids and partners and say
things like, "I can't remember the last time I saw a film."
To them, my life is a kind of paradise of going out, having
a career free of childcare restrictions, and finding time to
visit the hairdresser's alone.
"What's good about having two houses?" I asked him
recently.
"Well, I have four parents instead of two," he said,
surprising me. Then he thought about it, and his smile
curved into a frown. "Actually, that means I have four
parents to tell me what to do."
The second reaction is, ''I could never do that. I'd just go
insane with missing him/her/them. That's so good of
you.'' Again, this comes from fellow mothers. These ones
disinfect their kids' toys when they drop them on the
floor and no longer accept lunch or dinner invitations
because their child needs their routine and must be in
bed at the designated hour, no matter what, to prevent
transformation into a pumpkin. Translation:
"But four people who really care about you, too," I said.
"Right?"
"Yeah," he agreed, reverting to being happy about it.
''I could never do that. You must not love your child like I
do. Life must be easy when you can farm your child off to
someone else for half your life.''
He has the best of both worlds. And, yes, the worst of
both worlds, too.Jo Case is associate editor of the journal
Kill Your Darlings and books editor of The Big Issue.
139
What can parents do to keep
connection with their teens?
Listen. Teenagers want the adults in their life to hear what
they are saying. Engage in a topic of interest to the teen,
and ask specific questions to let them know you are
listening.
Kim Allen, M.A., M.F.T., University of Missouri Extension
Adolescence is a time filled with many changes for a
family. A typical teen deals with issues of identity
formation by spending much of his or her time moving
away from mom and dad, emotionally and physically. It is
also during adolescence that teenagers begin to make
important life choices. Research shows that the best
choices are made when parents are able to create an
environment that allows freedom for decision making
while keeping a close connection with the adolescent.
When parents are unavailable or the family has little sense
of cohesion, it is often friends or the media that help teens
make their choices. Although it is developmentally
appropriate for teens to spend more time with their
friends, they still need their parent’s guidance when
making major decisions.
Include friends. Teens really love spending time with their
friends, and the more a parent knows about the friends
the better. It is also good to know the friend’s parents.
Talk about expectations. Although they would never let
the parent know it, teens regularly report that they want
to please their parents. Kids whose parents talk about their
values and expectations make much better life choices.
Help them find their goal. Research also shows that teens
with a goal for the future, such as going to college or
having a career, make safer choices. Talking with teenagers
about their goals and helping them form a plan for success
is a great way for parents to keep connected.
Eat dinner together regularly. Research shows that kids
make better choices when they have a regular family meal.
Find as many times as possible to eat together as a family.
The good news is that teenagers want to be connected
with their parents, especially in times of need. There are
several steps a parent can take to stay connected with
their teen.
Encourage their individuality. It is difficult for some
parents to let go of control with their teens. However,
adolescents with the freedom to find their own
individuality transition into adulthood more smoothly.
Spend fun time together. Even though adolescence is a
busy time, it is important that the family finds time to just
hang out. Spending a Saturday afternoon watching movies
or doing an organized activity are examples of activities
that help keep the bond between kids and parents strong.
Offer open communication. Teens will continue to talk
with their parents about a variety of issues when they can
discuss feelings openly.
be learned from Modern Family, just good old-fashioned
belly laughs. Thank God.
Modern Family Review
Siobhan Duck, Herald Sun, May 19, 2010
Filmed in a mockumentary style, Modern Family follows
three generations of the Pritchett clan.
FAMILY sitcoms have always been an important part of
the TV landscape. For decades we've watched mum, dad
and their glossy-haired offspring sort through a host of
amusing dilemmas to ultimately learn a valuable life
lesson. Yawn.
Married With Children's Ed O'Neill is perfectly cast as Jay
Pritchett, the trackie-clad patriarch remarried to a hot
Colombian trophy wife with a chubby son from her first
marriage to a petty crim.
In an era of increased divorce, remarriage, gay
relationships, high-pressure careers and international
adoption - modern families have become more
complicated beasts, making squeaky clean shows like
Family Ties and The Cosby Show seem outdated and a
little preachy.
Jay is a loving but conservative father; a man who
announces his presence loudly before entering the
room for fear of encountering his gay son, Mitchell, in a
clinch with his flamboyant life-partner, Cameron.
Mitchell and his other half have adopted a baby girl
from Vietnam.
Thankfully the noughties bring us a new and more
realistic slant on the family sitcom with Modern Family.
Jay also has a daughter, Claire. She's married to a man
hell-bent on being a "cool dad" to their three kids.
Sure, your average family doesn't schedule
appointments to shoot kids with an air rifle to teach
them about using toys responsibly, but most people will
identify with the idea of trying to juggle parenthood and
careers. Ultimately there are no sickly sweet lessons to
Modern Family has won over critics and fans alike in the
US and is sure to do the same here because it is not only
funny, but it makes you feel positively normal by
comparison.
140
The Written Explanation
Form: explain the chosen form and why
REMEMBER THAT YOU CAN ALSO CREATE A HYBRID PIECE THAT USES ASPECTS OF MORE THAN ONE FORM (E.G.
AN IMAGINATIVE NEWS REPORT ; A PERSUASIVE SPEECH GIVEN BY A FICTIONAL CHARACTER ETC .
Expository:
News Report; Feature article – newspapers, magazine, online publication; Essays; personal reflection, memoir;
blog entries; biography; interview; speeches; reviews.
Persuasive:
essay; speech; opinion piece; letter to the editor; press release; letter to a politician; personal letter; blog
entry; dialogue/debate between two opposing views.
Imaginative:
narrative; script; diary entries; monologue; dialogue; letters (Epistolary); gaps and silence; prologue; epilogue;
allegory.
Purpose: why are you writing?
BE SPECIFIC ABOUT THE IDEAS YOU ARE EXPLORING OR COMMUNICATING . YOU MAY HAVE DIFFERENT ASPECTS
TO YOUR PURPOSE , SO DISCUSS THE COMPLEXITIES.
Expository:
to inform about…; to analyse…; to compare ideas on…; to prompt people to act on…; to share personal
experiences about…; to encourage thought/consideration of…; to explore concepts of…; to reflect on…; to
recall personal experience of…; - or a combination of any of these.
Persuasive:
to convince [chosen audience] to…; to prompt action on…; to change opinions of [audience] about…; to
counter argue (rebut) another view point – or any combination of these.
Imaginative:
To entertain [chosen audience]; encourage reflection on…; consider different points of view about…; describe
experiences/ideas…; explore ideas about… - or any combination of these.
Audience: for whom are you writing?
Expository:
general public; readership of a daily newspaper (broadsheet, tabloid) or particular magazine; blog subscribers
(similar interests); peer group (teenagers, young adults, adults); describe in terms of special interests (e.g.
politics, history, technology, feminism, indigenous issues, world affairs, individual experiences, families,
parents); personal – friends, family, individuals.
Persuasive:
general public; readership of a daily newspaper (broadsheet, tabloid, specific publication); interest groups
(schools, political groups, parent groups, action groups); individual people you are targeting (politicians,
author, educators, historians, ordinary people, family, friends).
Imaginative: Readers of futuristic fiction, specific age groups - younger readers, teenagers, adults; specific
interests (politics, history, family etc); the author.
141
Language: How have you chosen to write your piece?
Expository:
Tone – (authoritative; formal, serious, balanced, reflective, nostalgic, objective, subjective etc)
Voice – (1st person, 3rd person, a mix – why?)
Structure – of paragraphs, sentences. Linking, building of ideas
Vocabulary choices – adjectives, adverbs, verbs, detailed descriptions of anecdotes using figurative language
(simile, metaphor, personification etc). Similarities to the language used in the set text.
Persuasive:
Persuasive language techniques - emotive language, repetition, triptychs (groups of three); emotional
appeals, rhetorical questions, metaphors, clichés, irony, sarcasm, humour etc.
Structure -clear contention, arguments set out logically, rebuttal of opposing views in final body paragraph.
Don’t over do it! Don’t make up facts, don’t over exaggerate or make personal, racist or sexist attacks.
Imaginative:
EXPLAIN HOW YOUR WRITING REFLECTS THE CHOICES OF THE AUTHOR OF THE SET TEXT . GIVE SPECIFIC
EXAMPLES
Narrative Voice – 1st, 3rd person, use of dialogue
Narrative structure – chronological, flashback, memoir, turning point, climax, denouement, resolution.
Figurative Language – metaphors, similes, personification, symbolism, allegory, analogy, alliteration,
onomatopoeia
Vocabulary choices – adjectives, adverbs, verbs, formal/informal language, tone, dialogue,.
Sentence structure – phrasing, simple and complex sentences, clauses, paragraphs etc.
Subverting language conventions – have you gone against language conventions to reflect the set text or to
suit your purpose and audience? E.g. grammatical errors, purposeful spelling errors, slang, specific structural
elements
Prompt, Context and Text
What ideas suggested by the prompt have you developed?
How have you developed these ideas to reflect your understanding of the context?
What aspects of the context have you explored?
What ideas from the set text are you drawing on that relate to the prompt?
Refer to specific parts of your writing that show understanding of the text.
Discuss the characters or events that you have referred to in you writing and what you want to explore about
them.
If you have not directly referred to the text, you must show how your writing makes clear, implicit (implied)
links to the text. E.g. For imaginative or personal writing explain the similarities/differences between the
setting or characterisation of your piece and the set text.
142
A guide to writing in context:
143
CHECKLIST: Ensure that EACH item on this list has been checked off before
you submit your written piece.

Have I explained the concepts of Identity and Belonging?

Have I investigated the philosophical underpinnings of this concept?

Have I looked at real life examples of this concept by reading the two articles prescribed and
answering the questions required for each article?

Have I looked at other articles that deal with this concept independently?

Have I explored the text in detail, considering the issues of Identity and Belonging it
presents? Have I used relevant examples in my writing?

Have I used all my notes and knowledge on this subject to brainstorm ideas based around
the prompt?

Have I carefully noted the conventions of the form I have chosen?

Am I confident with how my written piece needs to be presented?

Am I aware of the language choices that are appropriate for my written form?

Have I drafted a plan to assist me in writing in my chosen form?

Have I written my piece with careful consideration to punctuation, grammar and spelling?

Have I checked the written explanation guide to ensure all questions have been answered
satisfactorily?
If there is something on your checklist that you feel you are unable to complete, consult your
teacher as soon as possible to resolve it – this must be before the required submission date.
144
Sample Expository Piece- Curious
Incident
“Our experiences give us a better understanding of ourselves and our place in the world”
You know that you’re experiencing a life changing moment when you find yourself at that awkward
point in time just before you dive head first into the unknown, it’s the moment when you aren’t sure
of yourself but you know that when you look back on your experience everything thing will as clear
as ice. It’s these unique experiences in life that forever lay in our memory tucked away like photos in
an album, each one adding more to the story. Every day we add to our story and in doing so we build
our understanding of whom we are and our place in the world. While the journey we take is often a
rocky one, the experiences we share with our families and the people around us have a great impact
on our sense of identity and belonging. Many things shape our identity and belonging but ultimately
we have the greatest impact on our identity and where we belong.
Through the thick and thin our family is always there for us. We share the good, the bad and the just
plain weird experiences with them. They are the ones we love and occasionally love to hate, but at
the end of the day they are the ones we admire the most. That is why when they lie to us it hurts the
most. Even if to protect us from what’s really going on and when that happens we feel really
betrayed, hurt and confused. Sometimes we think we will never forgive them, never trust them
again but eventually we learn to because we know we can’t live without them. No matter what
they’ve done we always forgive them because at the end of the day family is the place where we all
belong. Some of you might be thinking that’s not true I don’t talk to my parents or siblings at all but
family is more than that, family consist of those that make us feel loved, they are the ones that force
us to realise we do belong.
Sometimes it’s the experiences sneak up on us change our perspective on life forever. It may a
random encounter with a stranger at the bus stop or a conversation with an elderly neighbour who
seems to have gathered wisdom since the beginning of time. These are the best moments we
experience in life, the moments when you see your perspective shift and you feel yourself becoming
a different person. One of my life changing moments in life happened in English class ironically. I
remember my frustration of staring blankly at the white board and thinking for the hundredth time
“why do I need write an essay about Shakespeare’s underlying message? I have no idea of what to
145
write about!” Suddenly, out of the blue it occurred to me that I didn’t need to know what
Shakespeare’s message was at all. In fact I never mentioned Shakespeare’s point of view again it
would not have mattered at all, but by completing the essay I took something much more valuable
out of the experience, I would have learnt persistence and patients with completing the task, I would
have also learnt how to analysis a text. These are all skills that I would need to use as a doctor or
lawyer or even in just every day life. It’s was at that very moment my identity as a student changed, I
no longer felt like I needed to do school work I found tedious or boring but I felt like I had an
opportunity to gain a new set of skills. From that moment on I felt as if my sense of belonging at
school had changed, I realised that I no longer had to be at school, I wanted to be at school. This was
just one snap shot of my life that had a great impact on my sense of identity.
The novel, The Curious Incident of the Night-Time by Mark Haddon portrays the story of a boy living
with Aspergers Syndrome and dealing with issues of trust, betrayal and finding acceptance in
society. He, like myself, found it hard to find a sense of understanding about who I am and where I
belong. Throughout the novel, Christopher, the protagonist, struggles with being excluded, shunned
and misunderstood as he attempts to be a part of society. It is only through the experiences of being
betrayed, exerting independence and venturing out alone and learning the truth about his life and
background that Christopher finally gains a sense of belonging and a place in the world being the
person he wants to be. These experiences give him the knowledge and confidence to be himself and
accept himself for who he is. He also grows in his understanding of how others perceive him and
how he could avoid such misunderstandings in the future.
Finding and sense of belonging and securing a strong identity can be an overwhelming and a slow
process to go through in life. However, it is through your individual experiences and interactions
with others, that one can find where they belong and their true identity.
146